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The Journal of Special Education
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Expanding the Social Skills Deficit Framework

A Developmental Synthesis Perspective, Classroom Social Networks, and Implications for the Social Growth of Students with Disabilities

Thomas W. Farmer

University of North Carolina at Chapel Hill

Ruth Pearl

Richard M. Van Acker

University of Illinois-Chicago

This article examines the social development of students with disabilities from a developmental synthesis perspective. The developmental synthesis perspective views social growth as the integration of biological, psychological, and sociological features. Issues in the social skills deficit framework are examined along with the theoretical foundations of the developmental synthesis perspective. From this discussion, it is concluded that social interventions for students with disabilities should include a focus on the characteristics of the classroom social network as well as the characteristics of the individual. The literature on the formation of classroom social networks and their role in individuals' behavior development is reviewed. Three critical points emerge from this review: (a) Formal and informal social processes are likely to constrain the social opportunities of students with disabilities in both special and regular education placements; (b) following from these constraints, students with disabilities are at risk for associating with peers who negatively influence their social growth; and (c) such associations are likely to impede or prevent positive outcomes for social skills training programs. Implications for the delivery of educational services, as well as social interventions, are considered and future research needs are briefly outlined.

The Journal of Special Education, Vol. 30, No. 3, 232-256 (1996)
DOI: 10.1177/002246699603000302
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[Abstract] [PDF]