Social capital can be defined as a complex structure that is based on social networks, trust, reciprocity, and shared norms. It affects an individual’s ability to access available resources and opportunities within their community. According to Brown (2019), several researchers have recognized that positive intergroup contact is necessary for students to feel included at school and to establish inclusive classroom norms with the help of teachers. Furthermore, social capital is a complex concept that explains how people maintain social order and act cooperatively. It consists of individuals’ social networks connected by reciprocal cooperation, resource accumulation, and individual acquisition of personal resources through interaction. These resources can include cultural, human, economic, and social governance, career opportunities, business success, and democracy advancement. In short, social capital refers to the value individuals and groups derive from their social networks and the trust, norms, and reciprocity they create. (McCrimmon 2015). 

When introducing the concept of inclusive education, Christou, Kruschel, Matheson, and Merz-Atalik (2022) say that promoting equitable access to education for all children, regardless of race or ethnicity, language, ability, gender, or socioeconomic situation, is a primary focus of global educational policies today. Previous research has demonstrated that sharing knowledge is crucial for effective learning. In inclusive education, where social capital theory is highly relevant, researchers such as Bordogna (2019) and Fearon et al. (2018) have emphasized the importance of social networks and their role in facilitating knowledge-sharing relationships, like that of an educational setting.

In conclusion, social capital can be considered a cornerstone in pursuing inclusive education. It could cultivate an environment rich in values, trust, networks, and norms that facilitate multicultural learning and tolerance. Strong cooperation and trust among diverse characters involved support individuals with disabilities(Zdzisława, Janiszewska-Nieścioruk, 2019), creating inclusivity and participation. Moreover, social capital is vital in enhancing relationships and communication within families and society.(Valentina and Milenkova, 2019). Moreover, it advances the cause of inclusive education. To corporate, Inclusive Education Canada (2023) has suggested in their policy framework that “all students are presumptively placed in the common learning environment.” 

References

Bordogna, C. M. (2020). The development of social capital between operational academics delivering transnational collaborative program partnerships. Studies in Higher Education, 45(11), 2298–2310.

Brown, C. S. (2019). The Importance and the Challenges to Ensuring an Inclusive School Climate. Educational Psychologist, 54(4), 322–330. https://doi.org/10.1080/00461520.2019.1655646

Christou, T. M., Kruschel, R., Matheson, I. A., & Merz-Atalik, K. (Eds.). (2022). European Perspectives on Inclusive Education in Canada: Critical Comparative Insights. Routledge. https://doi.org/10.4324/9781003204572

Fearon, C., Nachmias, S., McLaughlin, H., & Jackson, S. (2018). Personal values, social capital, and higher education student career decidedness: a new protean-informed model. Studies in Higher Education, 43(2), 269–291. https://doi.org/10.1080/03075079.2016.1162781

Inclusive Education Canada. (2023, April 9). A Policy Framework for Inclusive Education: Twelve Critical Elements for Compliance with Article 24 of the Convention on the Rights of Persons with Disabilities. Retrieved from https://inclusiveeducation.ca/2023/06/09/a-policy-framework-for-inclusive-education/

Janiszewska-Nieścioruk, Z. (2019). On the Need to Strengthen Social Capital in Pro-Inclusive Education and Supporting People with Disabilities. doi:10.12775/PBE.2019.006

McCrimmon, A. W. (2015). Inclusive Education in Canada: Issues in Teacher Preparation. Intervention in School and Clinic, 50(4), 234–237. https://doi.org/10.1177/1053451214546402

Milenkova, V. (2019). Education and social capital in the context of postmodern society. doi:10.32591/COAS.E-CONF.03.10111M