• The authors:
    Vladimir A. Kirik
    Karen A. Avanesyan
    Nika V. Dudkina
  • Issue: July 24-26th, 2019
  • Pages: 212-219
  • URL: http://conference-ifl.rudn.ru/212-219/
  • DOI:

Abstract. The research subject in the article a model of social capital
formation. The purpose of the article is to show the importance of social
capital formation of students with special learning needs. The scientific
novelty of the research is determined by an interdisciplinary approach to the
formulation of the subject field and the proposed research methods at the
conjunction of the sociology of education, pedagogy and management
theory; the use of the concept of social capital in assessing the effectiveness
of educational paths in the system of multi-level continuing education; an
expansive interpretation of the concept of inclusive education. Due to the
fact that the implemented state policy in the field of education, on one hand,
focuses primarily on the modernization of the education system, on the mass
and unified education, and, on the other hand, sets the emphasis on defining
and implementing the practices and technologies of including students with
special educational needs in the system – and in a sense, deviating from the
typical model; due to the inability to integrate those students in a traditional
way into the existing model of mass education, and at the same time due to
the urgent need for such integration, due to the need to ensure the
segregation without negative effects, but, on the contrary, with the positive
effects of an additional benefit from the realization of their unique personal
potential, we can categorize the students with special educational needs that
belong to the subcategories of talented with those who have disabilities.
Indeed, both former and latter, due to innate and acquired unique features,
properties and characteristics, which result in special educational needs, are
forced to approach the choice of education and professional route with more
attention and focus than other categories of students, and therefore, by the
example of students with special needs, we observe the type of social
actants, who are interested in and require the most advanced pedagogical
technologies and educational environments – they are a kind of “privileged
users”, who lawfully expect, due to the established legal order, the most
from the education system to enable them to form a set of social capital, first
DOI: 10.22363/09669-2019-212-219
of all, professional and cultural, which would guarantee the barrier-free
transition from one level of education to another within their strategic vision
and the maximum return on stratification, that not only compensates for the
existing limitations, but fully facilitates the development of their personal
and social potential.
Since the main focus is on the formation of social capital of an individual
who advances in a multilevel education system, and also since such a transit
takes place in a specific educational environment of the region, of a
municipal locality, at school, college, or at university level, it seems
appropriate to focus on the regional and macro-regional education systems,
paying special attention to those regions whose educational systems are
integrated into the so-called educational clusters – associations that unite
educational organizations of various types and levels. In this study, we turn
to the experience of the Educational Cluster of the Southern Federal
District, created by the initiative of the Council of Rectors of the Southern
Federal District in 2015, and which currently includes a partner network of
more than 300 educational institutions (including federal and base
universities, colleges – first of all, pedagogical, – general educational
organizations, educational organizations of continuous education, as well as
pre-school educational organizations).
To the positive factors at the level of federal regulation, we can include the
focus of the Federal Law novellas “On Education in the Russian Federation”
to expand the individualization of students’ educational paths, to legitimize
the networking mechanisms of interaction between educational institutions
of various levels, which makes possible the clustering policies that combine
practices of individual educational organizations, infrastructure, and social
partnership, including for the purpose to solve support problems, implement
support tools, incl. scholarships, expanding participation in the
modernization of the corporate sector, including in the framework of publicprivate partnership.
The negative aspects of the normative regulation in the considered sphere
include a certain vagueness, fragmentation of the legal field, the absence of
a number of basic documents, experience in law reinforcement, a significant
advance of actual pedagogical and managerial practices, which leads to the
antinomy of the legal and legitimate, deployment of mechanisms and
practices, not fully entered in the field of official standardization, which, in
turn, creates the need for the creation and testing of the development model
of social capital of students with special educational needs in terms of
macro-regional educational cluster.
In general, we can talk about a fairly well-established system of work with
students with special educational needs, covering all levels of education and
consolidating the professional pedagogical community around recognized
and shared strategic orientations and tasks, but one cannot but admit that the
institutionalization of this system is far from complete, which allows to
identify positive factors contributing to its development, increasing the
coverage of target audiences, improving the applied technology and tools, as
well as negative factors, causing the fragmentation of the legal framework
and decrease of the effectiveness of the interaction of various educational
Keywords: Education, sociology of education, social capital, students with
special learning needs, students with disabilities, continuing education,
educational cluster

Vladimir A. Kirik1, Karen A. Avanesyan2, Nika V. Dudkina3
Southern Federal University, Rostov-on-Don, Russia,
e-mail: vakirik@sfedu.ru
University of Vienna, Vienna, Austria,
e-mail: karen.avanesyan@gmail.com
Randstad Sourceright, Toronto, Canada, e-mail: nika.dudkina@gmail.com

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