Comparison of Social Emotional Learning Smart and Normal School Students : Studied Isfahan Province

2015 ◽  
Vol 4 (8) ◽  
pp. 91-97
Author(s):  
Mostafa Jafari Khosro Abadi ◽  
Zohre Saadatmand
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Normal School ◽  
Isfahan Province

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

scholarly journals The analyzing of elementary school students' social skills and their social emotional learning levels according to some variables

2017 ◽  
Vol 14 (1) ◽  
pp. 39
Author(s):  
Hadiye Küçükkaragöz ◽  
Fatma Erdoğan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Elementary School Students ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
High Rate ◽  
Social Emotional ◽  
School Students ◽  
Significant Difference ◽  
Learning Points

Social skills and emotional intelligence are terms which are related closely with each other and determine on human behaviors,  which arranger people's relations with each other. As using this important relation as a base, this research has been made to analyze whether elementary school students' social skills and social emotional learning levels reflect a significant difference by variables such as gender, age, number of siblings,  which the person is in order of siblings,  educational case and professions of mother - father,  whether there is migration in family or not. This research, is a descriptive study. A sampling group which is the most accessible and which will provide maximum saving, and the proper sampling method which provides an opportunity to work have been used. Based on this purpose 136 4th grade elementary school students have participated in the research. On the study,  social skill scale and social emotional learning scale have been used in terms of determining on elementary school's forth grade students' social skills level and social emotional learning level. Data has been analyzed,  using statistic analyses (Mann-Whitney Test, Kruskal-Wallis Test) which are not parametric from SPSS 23 program. As a result of the research,  it has been determined that students' social skills' level changes in significant level by variables of age, the situation on whether there is a migration in family or not and number of sibling. On the other hand, when results of the study are examined on the base of social emotional learning,  students who have gone on the same class education and who are ten years old have got higher social emotional learning points than those who are nine years old;  students who have lived in Izmir for ten years or more than ten years have got higher social emotional learning points at significant rate than those who have lived in Izmir for nine years or shorter. It has been determined that there is a positive and significant relation at high rate between students' social skills' points and their social emotional learning level.

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