Location
Guzman 110, Dominican University of California
Start Date
4-17-2019 6:20 PM
Student Type
Graduate
Faculty Mentor(s)
Jennifer Lucko, PhD and Katherine Lewis, PhD
Presentation Format
Oral Presentation
Abstract/Description
Students with intellectual disabilities (ID) typically face difficulties with social emotional skill sets, yet many classrooms for students with ID do not incorporate social emotional learning in the curriculum. Modifying SEL programs to fit the needs of students may be an improved solution, however, little research exists exploring the effects of modifying various SEL programs to fit the needs of students with intellectual disabilities (ID). This research explores the benefits of modifying multiple social emotional learning (SEL) programs to best fit the needs of students with intellectual disabilities. Qualitative methods were used in order to investigate how SEL programs and music therapy affects the behavior of students with intellectual disabilities. Participants include 7 elementary school students who have been found eligible to be in a special day classroom for students with moderate intellectual disabilities. Data was collected through the interview of the teacher, surveys from the teacher and paraeducators, and classroom observations. Student behavior progress was observed and written daily throughout the weeks to determine the student progress. The results of this study reveal how teachers’ reactions to students’ responses to their prompting questions about students’ emotional states affects student self-identification of their emotions. When teachers are more aware of their reactions and responses to students, they can try to remain neutral and allow students the safe, unbiased space to choose an emotion that is directly correlated to their internal and external behaviors.
Harmonizing Social Emotional Learning for Students with Special Needs
Guzman 110, Dominican University of California
Students with intellectual disabilities (ID) typically face difficulties with social emotional skill sets, yet many classrooms for students with ID do not incorporate social emotional learning in the curriculum. Modifying SEL programs to fit the needs of students may be an improved solution, however, little research exists exploring the effects of modifying various SEL programs to fit the needs of students with intellectual disabilities (ID). This research explores the benefits of modifying multiple social emotional learning (SEL) programs to best fit the needs of students with intellectual disabilities. Qualitative methods were used in order to investigate how SEL programs and music therapy affects the behavior of students with intellectual disabilities. Participants include 7 elementary school students who have been found eligible to be in a special day classroom for students with moderate intellectual disabilities. Data was collected through the interview of the teacher, surveys from the teacher and paraeducators, and classroom observations. Student behavior progress was observed and written daily throughout the weeks to determine the student progress. The results of this study reveal how teachers’ reactions to students’ responses to their prompting questions about students’ emotional states affects student self-identification of their emotions. When teachers are more aware of their reactions and responses to students, they can try to remain neutral and allow students the safe, unbiased space to choose an emotion that is directly correlated to their internal and external behaviors.