Brown (1987) points out that learning disabled children lacking social skills may grow into adults that lack the "vital skills of social interaction" thus their lives may be filled with unnecessary struggles and unemployment. Factors that can help learning disabled students succeed and develop the skills necessary to succeed include creation of strong familial social networks, encouraging children to observe their environment and respond to it, active inquisition of children's observations and encouraging students to observe non-verbal behavior, which will help them understand cues and signals people give off in a social environment (Brown, 1987). Children have to be taught the "hidden rules of conversation" and learn to recognize subtle non-verbal cues including people's faces and signals, so they learn when to engage in conversation and when to hold off (Brown, 1987).
Claire et. al. (2003) suggests that a variety of different methods be utilized in the classroom to help special education students develop social skills. Findings suggest that there is not one consensus among educators or researchers regarding the "specific features of social functioning" however most researchers agree that students with learning disabilities must be taught social skills interventions in the classroom, particularly during the first 3-5 years of a student's educational career (Claire, et. al, 2003).
Conclusions
There is much support for the idea that social skills must be taught to learning disabled students at a young age in order to ensure competency later in life. Learning disabled students have a great deal of difficulty interpreting nonverbal cues offered in a social setting as well as other basic elements...
.." As well as having problem with self-expression both of which affect the individual's interpersonal communication. For example, the child with Attention Deficit Hyperactivity Disorder (AD/HD) may be "inattentive, impulsive, hyperactive - or any combination of these." (Stanberry, 2002) the work of Stanberry (2002) states that there are three elements of social interaction which include the following three: Social Intake - noticing and understanding other people's speech, vocal inflection, body language,
Part One Students with emotional, behavioral, and communication disorders have special needs that instructors can address in the classroom through best practice instructional strategies. Working with a strong, evidence-based definition of terms, instructors can also identify students with emotional, behavioral, and communication disorders by recognizing their core characteristics, even while acknowledging and appreciating their students’ individuality and unique self-expression. Definitions of Terms Emotional and Behavioral Disorders Emotional and behavioral disorders are defined differently at
Then students use AlphaSmart software to paste the picture and explain in a paragraph why, how and where in the plot they feel that picture relates to the story. This tests three things: (a) student concentration; (b) student level of understanding of the general plot; and - student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and
(4) Have participating teachers develop and lead online collaborative projects for students with emotional and behavioral disorders. (5) Develop and maintain an online community for teachers in self-contained units where ideas, lessons, and strategies can be shared. (6) Train staff on the concepts surrounding Positive Behavioral Intervention Support (PBIS) and support teachers as they develop preventative behavioral intervention plans that utilize PBIS strategies and concepts. (Rush, 2010, p.1) Rush (2010) states that the
In the past, students with disabilities tended to be isolated from their peers by Special Education paradigms that obliged them to receive learning in a physically isolated setting. Far from helping these children to achieve their full potential, such setups tended to stigmatize them, making, making it even more difficult to look beyond their ability for their own identity and how this could be applied for the benefit of society
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