Personal support networks of adolescents with intellectual disabilities in secondary education

Abstract

ABSTRACT Social networks are essential for social inclusion as they create opportunities for the achievement of different types of social support. People with intellectual disabilities encounter barriers to establishing social relationships and often have reduced social support networks. A structured interview was designed with the aim of studying the characteristics of the personal support networks of adolescents with intellectual disabilities. 21 secondary schools and 2 special schools were contacted to ask for their collaboration in the recruitment of students with intellectual disabilities from 14 to 19 years old. Of these, 15 schools managed to recruit 27 students and obtain the consent of both their families and the participants. Information was collected on the composition of their personal networks and their functionality as support networks. The individual data of each participant was analysed using the EgoNet social network analysis software and the relationship set was analysed using statistical techniques. The study shows that reduced social networks are identified and that friendships, linked mainly to the school, and family members are the main sources of support. The study highlights the importance of promoting social relationships in adolescents with intellectual disabilities in order to increase opportunities to develop supportive relationships that favour social inclusion.