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.
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