How Can Social Capital Become a Facilitator of Inclusion?
Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of suc...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-01-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/2/109 |
| _version_ | 1797621380758372352 |
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| author | Anett Hrabéczy Tímea Ceglédi Katinka Bacskai Gabriella Pusztai |
| author_facet | Anett Hrabéczy Tímea Ceglédi Katinka Bacskai Gabriella Pusztai |
| author_sort | Anett Hrabéczy |
| collection | DOAJ |
| description | Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (<i>n</i> = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect. |
| first_indexed | 2024-03-11T08:56:09Z |
| format | Article |
| id | doaj.art-aa19e4b0b29a48d3b8364343f501a123 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T08:56:09Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-aa19e4b0b29a48d3b8364343f501a1232023-11-16T20:08:02ZengMDPI AGEducation Sciences2227-71022023-01-0113210910.3390/educsci13020109How Can Social Capital Become a Facilitator of Inclusion?Anett Hrabéczy0Tímea Ceglédi1Katinka Bacskai2Gabriella Pusztai3MTA-DE-Parent-Teacher Cooperation Research Group, Department of Educational Studies, Institute of Educational Studies and Cultural Management, Faculty of Humanities, University of Debrecen, 4032 Debrecen, HungaryMTA-DE-Parent-Teacher Cooperation Research Group, Department of Educational Studies, Institute of Educational Studies and Cultural Management, Faculty of Humanities, University of Debrecen, 4032 Debrecen, HungaryMTA-DE-Parent-Teacher Cooperation Research Group, Department of Educational Studies, Institute of Educational Studies and Cultural Management, Faculty of Humanities, University of Debrecen, 4032 Debrecen, HungaryMTA-DE-Parent-Teacher Cooperation Research Group, Department of Educational Studies, Institute of Educational Studies and Cultural Management, Faculty of Humanities, University of Debrecen, 4032 Debrecen, HungaryStudents with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (<i>n</i> = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect.https://www.mdpi.com/2227-7102/13/2/109special educational needsresiliencesocial capitaleducationinclusion |
| spellingShingle | Anett Hrabéczy Tímea Ceglédi Katinka Bacskai Gabriella Pusztai How Can Social Capital Become a Facilitator of Inclusion? Education Sciences special educational needs resilience social capital education inclusion |
| title | How Can Social Capital Become a Facilitator of Inclusion? |
| title_full | How Can Social Capital Become a Facilitator of Inclusion? |
| title_fullStr | How Can Social Capital Become a Facilitator of Inclusion? |
| title_full_unstemmed | How Can Social Capital Become a Facilitator of Inclusion? |
| title_short | How Can Social Capital Become a Facilitator of Inclusion? |
| title_sort | how can social capital become a facilitator of inclusion |
| topic | special educational needs resilience social capital education inclusion |
| url | https://www.mdpi.com/2227-7102/13/2/109 |
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