Date

4-26-2024

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Tammy Nolan

Keywords

CASEL, direct instruction, MTSS, social-emotional learning, students with disabilities

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this study is to provide recommendations to improve social-emotional learning for students with disabilities at The Virginia School for the Deaf and the Blind in Virginia. The problem is that social-emotional learning practices need improving since 80% of teachers at The Virginia School for the Deaf and the Blind reported a lack of social and emotional skills in students on the yearly Needs Assessment Survey (The Virginia School for the Deaf and the Blind Needs Assessment Survey, 2022). The rationale for this research is the importance of improving the development of social-emotional skills in students with disabilities. Students with disabilities commonly have delays in their social and emotional development. Strong social-emotional skill development is essential for K12 students' overall well-being, academic achievement, and positive outcomes that can last a lifetime. The central research question is: How can social-emotional learning for students with disabilities at The Virginia School for the Deaf and the Blind in Virginia be improved? Three forms of data will be collected for this applied research including semi-structured interviews, a focus group, and a student survey. Qualitative data will be analyzed by identifying codes and themes among the responses. Quantitative data will be analyzed by calculating the frequency of each number reported on the Likert scale on a question-by-question basis, as well as the average score reported by all participants for each question. The quantitative data will be represented through a series of graphs and charts. Recommendations will be provided to support the identified areas of need.

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