國立虎尾科技大學 |

Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities./
作者:	Kleppe, Katie Elizabeth.
面頁冊數:	1 online resource (148 pages)
附註:	Source: Masters Abstracts International, Volume: 57-02.
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355333688

Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.
Kleppe, Katie Elizabeth.

Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. - 1 online resource (148 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)--University of California, San Diego, 2017.

Includes bibliographical references

Students with disabilities are taught how to utilize self-regulation skills and monitor their emotions. However, Deaf students with multiple disabilities, especially those with social emotional challenges, may not be explicitly taught how to use appropriate social skills to self-regulate their emotions. To address this problem, the curriculum is designed to teach students communication skills for the purpose of augmenting Deaf students' socialization and self-regulation skills. The curriculum used several learning theories to explicitly teach social-emotional skills; collaborative learning, intrinsic motivation, scaffolding, basic interpersonal communicative skills (BICS), cognitive academic language proficiency (CALP), and Theory of Mind. Deaf students need to independently self-analyze their needs as well as communicate these needs with others. The curriculum goals are to help (1) improve self-regulation skills using two languages, ASL and English to identify emotions of self and communicate socio-emotional needs, (2) apply knowledge of social-emotional learning to real life situations, and (3) enhance writing skills to express their emotions and choice of self-regulation skills to demonstrate the state of their social-emotional health. Based on the evidence from collected student work samples, observations, rubrics, and problem-solving scenarios, the students have accomplished two out of three goals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355333688Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.
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500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Gabrielle Jones.
502 $a Thesis (M.A.)--University of California, San Diego, 2017.
504 $a Includes bibliographical references
520 $a Students with disabilities are taught how to utilize self-regulation skills and monitor their emotions. However, Deaf students with multiple disabilities, especially those with social emotional challenges, may not be explicitly taught how to use appropriate social skills to self-regulate their emotions. To address this problem, the curriculum is designed to teach students communication skills for the purpose of augmenting Deaf students' socialization and self-regulation skills. The curriculum used several learning theories to explicitly teach social-emotional skills; collaborative learning, intrinsic motivation, scaffolding, basic interpersonal communicative skills (BICS), cognitive academic language proficiency (CALP), and Theory of Mind. Deaf students need to independently self-analyze their needs as well as communicate these needs with others. The curriculum goals are to help (1) improve self-regulation skills using two languages, ASL and English to identify emotions of self and communicate socio-emotional needs, (2) apply knowledge of social-emotional learning to real life situations, and (3) enhance writing skills to express their emotions and choice of self-regulation skills to demonstrate the state of their social-emotional health. Based on the evidence from collected student work samples, observations, rubrics, and problem-solving scenarios, the students have accomplished two out of three goals.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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