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Preparing Students with Significant Cognitive Disabilities to Become Community Ready.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preparing Students with Significant Cognitive Disabilities to Become Community Ready./
Author:	Stoffa, Megan.
Description:	1 online resource (111 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: B.
Contained By:	Dissertations Abstracts International84-03B.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29168851click for full text (PQDT)
ISBN:	9798841728115

Preparing Students with Significant Cognitive Disabilities to Become Community Ready.
Stoffa, Megan.

Preparing Students with Significant Cognitive Disabilities to Become Community Ready. - 1 online resource (111 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: B.

Thesis (Ed.D.)--Wilmington University (Delaware), 2022.

Includes bibliographical references

Students with significant cognitive disabilities (SCD) almost always lack independence compared to their same-aged typical peers. To increase the independence of students with SCD, a dissertation project was conducted in the William Henry Middle School (WHMS) Intensive Learning Center - Academic (ILC-A) special education classroom. The purpose of this dissertation project was to determine whether six weeks of direct instruction in the area of social skills would increase the students' abilities within the realm of social skills, therefore increasing their overall independence. A social skills questionnaire was created by the researcher and used to collect pre-and post-assessment data in the realm of social skills, a component of life skills. Before the six weeks of direct social skills instruction, the social skills questionnaire was distributed to the parent(s)/guardian(s) of the ILC-A students. Similarly, the social skills questionnaire was distributed to the WHMS school staff that frequently worked with and/or interacted with the ILC-A students. Following the six weeks of direct social skills instruction in the WHMS ILC-A special education classroom, the same survey completers, both parent(s)/guardian(s) and school staff, were asked to complete the identical social skills questionnaires once more. This information provided a result of the effectiveness of direct instruction of social skills to students with SCD within the WHMS ILC-A special education classroom. Hence, the assurance of a need for social skills instruction for students with SCD, to increase their overall independence in the realm of life skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841728115Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Life skillsIndex Terms--Genre/Form:

542853
Electronic books.

Preparing Students with Significant Cognitive Disabilities to Become Community Ready.
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504 $a Includes bibliographical references
520 $a Students with significant cognitive disabilities (SCD) almost always lack independence compared to their same-aged typical peers. To increase the independence of students with SCD, a dissertation project was conducted in the William Henry Middle School (WHMS) Intensive Learning Center - Academic (ILC-A) special education classroom. The purpose of this dissertation project was to determine whether six weeks of direct instruction in the area of social skills would increase the students' abilities within the realm of social skills, therefore increasing their overall independence. A social skills questionnaire was created by the researcher and used to collect pre-and post-assessment data in the realm of social skills, a component of life skills. Before the six weeks of direct social skills instruction, the social skills questionnaire was distributed to the parent(s)/guardian(s) of the ILC-A students. Similarly, the social skills questionnaire was distributed to the WHMS school staff that frequently worked with and/or interacted with the ILC-A students. Following the six weeks of direct social skills instruction in the WHMS ILC-A special education classroom, the same survey completers, both parent(s)/guardian(s) and school staff, were asked to complete the identical social skills questionnaires once more. This information provided a result of the effectiveness of direct instruction of social skills to students with SCD within the WHMS ILC-A special education classroom. Hence, the assurance of a need for social skills instruction for students with SCD, to increase their overall independence in the realm of life skills.
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