Degree Date
6-2023
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Sherell Wilson
Second Advisor
Dr. Christine McMullen
Abstract
Social and emotional learning (SEL) is essential to all students' education across all grade levels. However, what does that look like at different developmental stages, and how can SEL best support learning and development for high school students with cognitive disabilities? Young people are becoming more aware of their identities and values in high school. They build upon many social and emotional competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) developed throughout elementary and middle school. However, students with cognitive disabilities are more challenged than their peers without disabilities to accomplish these competencies. This study aims to identify the change in thinking needed to promote SEL among high school students with cognitive disabilities. The context of this inquiry is one high school entirely comprised of students identified as deficient in social and emotional behaviors that impede attendance and learning. Providing empirical evidence on the program's impact on student's social and educational well-being will encourage other educators to consider implementing social and emotional learning in their programs.
Recommended Citation
Fox, LaWanda, "The Efficacy of Social and Emotional Learning for High School Students With Cognitive Disabilities, The Experiential Approach" (2023). Dissertations. 834.
https://digitalcommons.nl.edu/diss/834
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Disability Studies Commons, Educational Methods Commons, Leadership Studies Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons