Addressing the Social and Emotional Needs of Students with Disabilities in Special

Authors

  • Singh I Associate Professor Noida College Of Physical Education Noida

DOI:

https://doi.org/10.36676/girt.2023-v11i1-05

Keywords:

Social and emotional needs, Students with disabilities

Abstract

Meeting the social and emotional needs of students with disabilities is crucial to providing them with a high-quality special education. the significance of meeting the social and emotional needs of students within the framework of special education, with a focus on the unique challenges faced by children with disabilities and the effective strategies that can be used to help them overcome those challenges and grow socially and emotionally. reflections on working with students who have disabilities from teachers, researchers, and other professionals in the field of special education. Considering relevant studies and scholarly literature, we highlight the necessity of meeting students' social and emotional needs and the positive effect it has on their health and academic performance as a whole. the value of accommodating students with special needs.

References

John M. Kauffman and Timothy J. Landrum (2016). Features of Children and Adolescents with Emotional and Behavioral Disorders (11th ed.). Pearson.

There is a Baker and a Blacher (2020). Research into Practice: Positive Psychology for Individuals with Intellectual and Developmental Disabilities. Springer.

F. M. Gresham and S. N. Elliott (2017). The SSIS Scales for Evaluating Social Skills. Pearson.

K. L. Lane, E. W. Carter, M. R. Pierson, and B. C. Glaeser (2020). Instructional Strategies for Students with Disabilities in General Education Classrooms. Routledge.

Schonert-Reichl, and E. Oberle (2016). Could classroom stress be contagious? Elementary school pupils' morning levels of cortisol and teacher exhaustion. 159:30–37 in the journal Social Science & Medicine.

Wehmeyer, Mary L., Karen A. Shogren, and Timothy D. Little (2017). Transitioning from Childhood to Adulthood with Developmental Disabilities: Effective Strategies for Promoting Independence. Printed by Guilford Press.

Bruhn, A. L., Crnobori, M., Lane, K. L., and Menzies, H. M. (2016). Facilitating Independence for Students with Intellectual and Developmental Disabilities. Books by Guilford.

Champion, K. M., Metzger, M., Champion, K. M., & Sardin, L.; Raver, C. C.; Jones, S. M.; Li-Grining, C.; Sardin, L. (2008). Preliminary results from a randomised trial of improved preschool classroom practises in Head Start settings. The Journal of Early Childhood Research, 23(1), 10-26.

Downer, John T., and Robert C. Pianta (2006). First-grade academic and cognitive performance: Links to pre- and post-kindergarten experiences at home and in care. Articles 1130 in School Psychology Review, 35(1).

Among the editors are R. P. Weissberg, J. A. Durlak, C. E. Domitrovich, and T. P. Gullotta (2015). The Handbook of Research and Practice on Social and Emotional Learning. Books by Guilford

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Published

30-06-2023
CITATION
DOI: 10.36676/girt.2023-v11i1-05
Published: 30-06-2023

How to Cite

Singh, D. I. (2023). Addressing the Social and Emotional Needs of Students with Disabilities in Special. Global International Research Thoughts, 11(1), 21–25. https://doi.org/10.36676/girt.2023-v11i1-05

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Section

Original Research Article

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