EXPANDING THE SOCIAL SKILLS DEFICIT FRAMEWORK - A DEVELOPMENTAL SYNTHESIS PERSPECTIVE, CLASSROOM SOCIAL NETWORKS, AND IMPLICATIONS FOR THE SOCIAL GROWTH OF STUDENTS WITH DISABILITIES

This article examines the social development of students with disabili ties from a developmental synthesis perspective. The developmental syn thesis perspective views social growth as the integration of biologica l, psychological, and sociological features. Issues in the social skil ls deficit framework are examined along with the theoretical foundatio ns of the developmental synthesis perspective. From this discussion, i t is concluded that social interventions for students with disabilitie s should include a focus on the characteristics of the classroom socia l network as well as the characteristics of the individual. The litera ture on the formation of classroom social networks and their role in i ndividuals' behavior development is reviewed. Three critical points em erge from this review: (a) Formal and informal social processes are li kely to constrain the social opportunities of students with disabiliti es in both special and regular education placements; (b) following fro m these constraints, students with disabilities are at risk for associ ating with peers who negatively influence their social growth; and (c) such associations are likely to impede or prevent positive outcomes f or social skills training programs. Implications for the delivery of e ducational services, as well as social interventions, are considered a nd future research needs are briefly outlined.