EDUCATOR SPOTLIGHT | Social Emotional Needs of SWDs
Credit | https://letsticktogether.com/blogs/news/3-activities-for-developing-sel-in-children-with-special-needsMeeting the Social Emotional Needs of Students w. Disabilities
by Stephanie Clagnaz, Ed.D. | LEDbetter
Students with disabilities may have difficulties with social interactions, emotional control, and self-regulation, all of which may have a considerable influence on their well-being. When these difficulties manifest themselves, motivation suffers, along with a decrease in self-esteem and overall mental health. Cognitive abilities, communication skills or sensory perceptions may be the cause of these difficulties, however, there are strategies that classroom teachers can implement to help students with disabilities overcome social emotional challenges.
When considering difficulties with social interactions, teachers may observe that some students lack the ability to establish and maintain social relationships. Oftentimes, some students find it challenging to understand social signals or situations and may struggle with interpreting nonverbal communication. This may result in students with disabilities feeling that peers think that they are “dumb” or that they don’t fit in with classmates. Some students may experience feelings of isolation and social rejection as a result of their disabilities. Finally, these same students may have trouble with self-regulation: expressing their emotions and impulse control.
Whether we use the Harvard Graduate School of Education’s Social Emotional Domains or the CASEL (Collaborative for Academic, Social and Emotional Learning) SEL Framework as a guide, meeting the social emotional needs of students with disabilities is crucial to their development as whole children. Both CASEL and the Harvard Graduate School of Education guide us to move away from the typical approach which includes a course of rewards and consequences for disruptive behavior, suspensions for particularly challenging behavior, and perhaps a suggestion to seek outside counseling or medication. Instead, it is recommended that educators use strategies that are rooted in data and include supports that move students with disabilities toward becoming more proficient in positive peer interactions, self-advocacy, and emotional resilience within a supportive and inclusive environment that allows children to feel accepted and understood.
Classroom teachers are likely to see students with disabilities move toward being a vital part of a classroom community when they use a variety of strategies, such as explicit teaching and social skills training. When social emotional strategies are implemented, academic success and overall student well-being move in a positive direction. Several strategies that result in meaningful progress do not require much additional planning, but work toward fostering a classroom environment that welcomes and celebrates the contributions of each student. A sense of belonging pervades in this kind of classroom and the gifts and talents of each child contribute to a climate of inclusion and acceptance.
Here are a few strategies to consider:
DATA COLLECTION:
Base all interventions and strategies on data. Observe students to determine their needs. Try to get students to talk about their feelings, struggles, and successes. Record and analyze these data and respond to them accordingly.
AREAS OF SOCIAL EMOTIONAL COMPETENCE:
Help students to set small achievable goals in the competency areas of social awareness, self-awareness, relationship skills, self-management, and responsible decision making. Meeting these goals will not only increase the students’ ability to interact with others more effectively, but will also increase their overall feelings of self-worth.
SPECIFIC STRATEGIES TO IMPLEMENT:
Consider a short daily check-in with students with disabilities and include emotional self-regulation checklists or visual scales for students to identify how they are feeling. Add their responses to the data that you record for the student and respond to the data accordingly.
When learning how to inhibit a student’s impulse to lash out, practice calming techniques like 5 minutes of mindful breathing or a short guided meditation.
Incorporate a few moments of yoga or movement using resources such as GoNoodle; Chicago Public Schools’ Moving Minutes; or CHALK (Choosing Health and Active Lifestyles for Kids) Movement Cards.
Allow students to use small sensory objects, such as fidgets or sound-blocking headphones.
Think about using flexible seating, including ball chairs, for students who attend better when they are moving.
It is important to find the talents that SWDs bring to the classroom. Leverage these talents and celebrate them to build confidence and self-esteem in the children. We highly recommend that all teachers promote a climate of inclusion and acceptance, encouraging all students to be helpful and empathetic toward one another, including students with disabilities. Build a caring school climate in which all students feel a sense of belongingness. Further, we recommend that teachers build SEL activities into the curriculum rather than approaching social emotional learning as an add-on or “one more thing to do.” Include a moment of mindfulness or a relaxation exercise in your ELA lesson. Use cooperative learning activities, which encourage positive relationships within a math class. When teaching science, include a goal setting activity or a self-reflection at the end of the lesson. Use literature, read-alouds, or storytelling to discuss emotions by analyzing character traits and motivations of both fictional or historical figures. By including these simple activities within your lessons, you help increase the social emotional capabilities of all students, including those with disabilities.
Teachers and teacher teams may need professional development to better understand approaches to assess the SEL needs of SWDs and to implement and incorporate consistent strategies to help students to progress. Call the team at LEDbetter today for information about how we can meet the specific needs of your school community. We provide tailored coaching and professional development sessions that address your team’s individual needs.
To learn more about how we can support you, please email excelerator@led-better.org, or schedule a call with us.
Additional Resources & Links:
Why Social-Emotional Learning is Important in Special Education | Insights to Behavior
Supporting the Emotional Needs of Kids With Learning Disabilities | Child Mind Institute
Inclusive Social-Emotional Learning: Strategies for Students with Special Needs
Social Skills Training for Students with Special Needs: Evidence-Based Strategies that Promote...
SOCIAL EMOTIONAL LEARNING VIDEO LESSONS: WEEK 10 - NAME THAT EMOTION!
The Impact of Social and Emotional Learning
Services for Students with Disabilities
