國立虎尾科技大學 |

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities./
作者:	VanNess, Erica.
其他作者:	Darter, Will,
面頁冊數:	1 online resource (138 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Disability studies. -
電子資源:	click for full text (PQDT)
ISBN:	9798382809908

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities.
VanNess, Erica.

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities. - 1 online resource (138 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ed.D.)--Saint Louis University, 2024.

Includes bibliographical references

Social-emotional learning has become a vital element for fostering holistic education and student development over the past few years in education. However, of all students, students with disabilities face barriers in accessing effective SEL. This gap highlights the more considerable systemic challenges of leadership development, a lack of resources, and a deficiency in vision for those in public education. Through a blended methodological approach, utilizing qualitative and quantitative data from surveys and interviews, the research team studied the provision of SEL for students with disabilities. The findings revealed that the underserving of SEL for students with disabilities was not only a singular issue but a shortfall in educational practice across districts. The deficit is not only for students with disabilities who lack access to high-quality SEL, but for all students who lack intentional delivery of SEL education. By exposing the barriers, the research hopes to underscore the urgent need for comprehensive strategies that not only enhance access to SEL, but also advocate for an inclusive and equitable approach for students with disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382809908Subjects--Topical Terms:

809395
Disability studies.
Subjects--Index Terms:

Social-emotional learningIndex Terms--Genre/Form:

554714
Electronic books.

Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities.
LDR:02572ntm a22003977 4500 001 1150029
005 20241023120624.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382809908
035 $a (MiAaPQ)AAI31294062
035 $a AAI31294062
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a VanNess, Erica. $3 1476436
245 1 0 $a Current Practices of Social-Emotional Learning in Schools and Differentiation for Students With Disabilities.
264 0 $c 2024
300 $a 1 online resource (138 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: Wood, Jody.
502 $a Thesis (Ed.D.)--Saint Louis University, 2024.
504 $a Includes bibliographical references
520 $a Social-emotional learning has become a vital element for fostering holistic education and student development over the past few years in education. However, of all students, students with disabilities face barriers in accessing effective SEL. This gap highlights the more considerable systemic challenges of leadership development, a lack of resources, and a deficiency in vision for those in public education. Through a blended methodological approach, utilizing qualitative and quantitative data from surveys and interviews, the research team studied the provision of SEL for students with disabilities. The findings revealed that the underserving of SEL for students with disabilities was not only a singular issue but a shortfall in educational practice across districts. The deficit is not only for students with disabilities who lack access to high-quality SEL, but for all students who lack intentional delivery of SEL education. By exposing the barriers, the research hopes to underscore the urgent need for comprehensive strategies that not only enhance access to SEL, but also advocate for an inclusive and equitable approach for students with disabilities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Disability studies. $3 809395
650 4 $a Educational administration. $3 1148465
650 4 $a Special education. $3 567627
650 4 $a Educational leadership. $3 585508
653 $a Social-emotional learning
653 $a Disabilities
653 $a Leadership development
653 $a Student development
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0201
690 $a 0514
690 $a 0529
700 1 $a Darter, Will, $e author. $3 1476439
700 1 $a Dane, Samantha, $e author. $3 1476438
700 1 $a Burke, Kendra, $e author. $3 1476437
710 2 $a Saint Louis University. $b Educational Leadership. $3 1181762
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31294062 $z click for full text (PQDT)