Research indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications.

This study primarily applied social network analysis (SNA) to explore the relationship between friendships, peer social interactions and group work dynamics within a higher education undergraduate programme in England. A critical case study design was adopted so as to allow for an in-depth exploration of the students’ voice. In doing so, the views and perspectives of students were sought through a questionnaire. The study is informed by a social capital theory perspective along with the idea of student relational agency within a social network perspective. Data were analysed by using a combination of methods, including SNA, descriptive statistics and thematic analysis. The initial findings suggest that students are, on the whole, positive about group work but, at the same time, acknowledge many potential barriers when working in groups. More importantly, a dynamic interrelationship between friendships/peer relationships and group work dynamics was found.

The number of students with identified Special Educational Needs and Disabilities (SEND) in mainstream schools has been rising in the last three decades, primarily due to policy changes promoting inclusive education. However, many of these students remain socially isolated despite expectations that inclusion may lead to enhanced outcomes, particularly social outcomes. This paper draws on a study conducted in three countries; Cyprus, Spain, and Switzerland. A critical case study design, grounded in social capital theory, was adopted to examine the concept of social participation from a social network perspective in six Grade 4 classrooms, two in each country. Data were collected through 109 network surveys. Network maps for each classroom were developed, and social network measures were calculated. The findings from each case/classroom were encouraging in terms of the social participation of students with SEND and have provided a layer for understanding social responsiveness and inclusion of each classroom. The social participation for many students with SEND was found to be comparable to peers without SEND.