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Current Practices of Social-Emotiona...

VanNess, Erica,

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Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities // Erica VanNess, Kendra Burke, Samantha Dane, Will Darter.
Author:	VanNess, Erica,
other author:	Burke, Kendra,
Description:	1 electronic resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31294062
ISBN:	9798382809908

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities /
VanNess, Erica,

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities /Erica VanNess, Kendra Burke, Samantha Dane, Will Darter. - 1 electronic resource (138 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Social-emotional learning has become a vital element for fostering holistic education and student development over the past few years in education. However, of all students, students with disabilities face barriers in accessing effective SEL. This gap highlights the more considerable systemic challenges of leadership development, a lack of resources, and a deficiency in vision for those in public education. Through a blended methodological approach, utilizing qualitative and quantitative data from surveys and interviews, the research team studied the provision of SEL for students with disabilities. The findings revealed that the underserving of SEL for students with disabilities was not only a singular issue but a shortfall in educational practice across districts. The deficit is not only for students with disabilities who lack access to high-quality SEL, but for all students who lack intentional delivery of SEL education. By exposing the barriers, the research hopes to underscore the urgent need for comprehensive strategies that not only enhance access to SEL, but also advocate for an inclusive and equitable approach for students with disabilities.

English

ISBN: 9798382809908Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Social-emotional learning

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities /
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520 $a Social-emotional learning has become a vital element for fostering holistic education and student development over the past few years in education. However, of all students, students with disabilities face barriers in accessing effective SEL. This gap highlights the more considerable systemic challenges of leadership development, a lack of resources, and a deficiency in vision for those in public education. Through a blended methodological approach, utilizing qualitative and quantitative data from surveys and interviews, the research team studied the provision of SEL for students with disabilities. The findings revealed that the underserving of SEL for students with disabilities was not only a singular issue but a shortfall in educational practice across districts. The deficit is not only for students with disabilities who lack access to high-quality SEL, but for all students who lack intentional delivery of SEL education. By exposing the barriers, the research hopes to underscore the urgent need for comprehensive strategies that not only enhance access to SEL, but also advocate for an inclusive and equitable approach for students with disabilities.
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