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Social Capital, Children and Young PeopleImplications for practice, policy and research$
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Julie Allan and Ralph Catts

Print publication date: 2012

Print ISBN-13: 9781847429285

Published to Policy Press Scholarship Online: January 2013

DOI: 10.1332/policypress/9781847429285.001.0001

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Evaluating an inclusive education programme: lessons in transient social capital

Evaluating an inclusive education programme: lessons in transient social capital

Chapter:
(p.15) Two Evaluating an inclusive education programme: lessons in transient social capital
Source:
Social Capital, Children and Young People
Author(s):

Beth Cross

Julie Allan

Dorothy McDonald

Publisher:
Policy Press
DOI:10.1332/policypress/9781847429285.003.0002

This chapter reports on an evaluation of the Inclusive Learning Network, a programme for parents, teachers, other professionals and volunteers supporting the inclusion in schools of young disabled people. The case study focuses on a network of dispersed individuals that came together periodically to undergo training and skills development with a view to improving local authority educational services for pupils with additional support needs. This allowed the research team to look at spatiality and social capital, that is, how social capital operates across different spaces and how spaces can be constructed to foster social capital. The conclusion is that there are lasting returns for teachers from such a network, but only temporary benefits for disabled young people and their parents.

Keywords:   social capital, inclusion, parents, disability, Scotland, case study, policy, research

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