Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study

Journal of Social Studies Research - Tập 41 - Trang 253-262 - 2017
Thomas Morris1, Margit McGuire2, Bridget Walker3
1University of Washington, United States
2Seattle University, United States
3Sound Supports K-12, United States

Tóm tắt

Research indicates that academic growth and student behavior are inextricably linked. Schools that systematically address both academic and social/emotional learning (SEL) have shown increased student achievement when compared to schools that do not address both factors ( Elliott, Huai & Roach, 2007 ; Hawken, Vincent & Schumann, 2008 ). Even with this understanding, outcomes for students with emotional and behavioral disabilities (EBD) continue to be of concern ( Bradley, Doolittle & Bartolotta, 2008 ). This study explores the effectiveness of integrating SEL and social studies learning in the self-contained special education classroom for students with EBD using Storypath, an inquiry-based social studies curriculum. We hypothesized that the systematic integration of SEL opportunities into meaningful, well-planned and engaging academic instruction could provide students with an opportunity to authentically learn and practice key social and academic skills. Quantitative findings via an online survey and qualitative findings via interviews and observations indicate that students with EBD can successfully engage in less structured and more cognitively challenging academic activities and use SEL skills effectively in the context of these lessons.

Tài liệu tham khảo

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