Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

View Sample PDF

Author(s): June L. Preast (University of Missouri, USA), Nicky Bowman (University of Missouri, USA)and Chad A. Rose (University of Missouri, USA)
Copyright: 2020
Pages: 19
Source title: Accessibility and Diversity in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1213-5.ch006

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

Purchase

View on the publisher's website for pricing and purchasing information.

Abstract

A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.

The IRMA Community

Research IRM

Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

Purchase

Abstract

Related Content

IRMA Sponsors