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The Relationship Of Social-Emotional Learning And Self-Advocacy For Students With Disabilities, Chloe Tagawa
The Relationship Of Social-Emotional Learning And Self-Advocacy For Students With Disabilities, Chloe Tagawa
Education | Master's Theses
The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four …