Title: Effects of Social Emotional Learning Implemented in a Special School on the Social Emotional Knowledge, Social Emotional Skills and Peer Interactions of Students with Intellectual Disabilities
Abstract: The purpose of this study was to examine the effects of social emotional learning in special schools on social emotional knowledge, social emotional skills and peer interactions of students with intellectual disabilities. The participants in the study were 36 students in the fourth, fifth and sixth grades attending special schools. The students were placed into two classes: an experimental group and control group. The social emotional learning(SEL) program’s contents were constituted by analyzing previous SEL programs, the special education basic curriculum, and intellectual disability adaptation behavior. To prove the effects of the intervention on the social emotional knowledge and social emotional skills of students with intellectual disabilities, the pretest-posttest control group design was applied. In order to investigate the trends of behavior changes, positive peer interaction behaviors of the experimental group were measured at 10 time points. Additionally, themes on the overall peer interaction behavior changes among students were derived from collected qualitative data based on interviews of three homeroom teachers. The experimental group showed significantly higher scores of social emotional knowledge and social emotional skills, and positive interaction behaviors among the peer groups of the experimental group were increased. In summary, this study demonstrates that the social emotional learning program may have positive effects on the social emotional knowledge, social emotional skills, and peer interaction of students with intellectual disabilities. The conclusion from this study would propose the need to develop and implement social emotional learning for students with intellectual disabilities in special schools. The implications of this study were discussed and tasks for future studies were identified.
Publication Year: 2019
Publication Date: 2019-09-30
Language: en
Type: article
Indexed In: ['crossref']
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