Understanding social development: a narrative inquiry analysis exploring the experiences of students placed in substantially separate educational settings.

• Online Access: http://hdl.handle.net/2047/D20382026

This study examined the lived experiences of high school aged students with cognitive impairments in substantially separate settings in reference to their social skill development. Semi-structured interviews were conducted with five students aged 15-20 placed in a special education collaborative in Massachusetts. Transcripts were analyzed using the narrative inquiry method to determine themes. Three major convergent themes emerged: the limited social networks of the individuals, the concept of the previous educational setting compared to the current setting, and the challenges faced in developing meaningful peer relationships. One divergent theme was found to be the participants view of the educator's role in supporting social development. These findings were considered through the lens of current literature and Bandura's Social learning theory. The analysis suggests developing social skill curriculums that promote student ownership and buy-in, and providing additional opportunities for students to expand their social network beyond their current school setting.--Author's abstract