Enabling inclusive education in structured learning environments through social network analysis
by Hema Banati; Nidhi Arora
International Journal of Innovation in Education (IJIIE), Vol. 2, No. 2/3/4, 2014

Abstract: Social network analysis (SNA) techniques have widely been studied in varied domains such as business applications, e-learning and political endeavours. This paper explores the viability/application of SNA in a structured school environment and proposes a model for applying SNA techniques to identify children with learning disability (LD) who are generally labelled as slow learners. Such children when identified on an early stage can benefit from revised assessment schemes and evaluation criteria to strengthen the idea of inclusive education in schools. A model for SNA is proposed in this paper for children in primary schools. The model was tested on 10 children in a structured learning environment and was able to identify children with symptoms of dyslexia, which are otherwise not identified in structured learning environments by direct observations.

Online publication date: Mon, 09-Mar-2015

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Innovation in Education (IJIIE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com