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Relational Elective Inclusion : = Supporting Social and Emotional Learning for Adolescents with Intellectual Disabilties in Extracurricular Programming.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Relational Elective Inclusion :/
Reminder of title:	Supporting Social and Emotional Learning for Adolescents with Intellectual Disabilties in Extracurricular Programming.
Author:	Chappell, Dawn M.
Description:	1 online resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-08, Section: A.
Contained By:	Dissertations Abstracts International84-08A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798371969415

Relational Elective Inclusion : = Supporting Social and Emotional Learning for Adolescents with Intellectual Disabilties in Extracurricular Programming.
Chappell, Dawn M.

Relational Elective Inclusion :Supporting Social and Emotional Learning for Adolescents with Intellectual Disabilties in Extracurricular Programming. - 1 online resource (217 pages)

Source: Dissertations Abstracts International, Volume: 84-08, Section: A.

Thesis (Ph.D.)--University of Massachusetts Lowell, 2023.

Includes bibliographical references

Recent trends in elementary and secondary education have emphasized social and emotional learning (SEL), as well as inclusion for students with intellectual and developmental disabilities (ID). SEL-focused educational practices have well-documented benefits for all students, and these benefits may be especially important for students with ID who may have limited opportunities to develop SEL capabilities without support from school staff. Building on theoretical frameworks in both capability theory and critical disability theory, this research explores how educators create elective extracurricular opportunities for students with intellectual disabilities to develop the social and emotional capabilities that the students find personally valuable. Utilizing interviews and observations, this qualitative research study investigated the perspectives and practices of staff in Best Buddies extracurricular programs during the 2020-2021 and 2021-2022 academic years. This three-article dissertation describes how Best Buddies program staff reported supporting SEL capabilities, illuminates opportunities and challenges of virtual SEL programming for students with ID during the Covid-19 pandemic, and provides insight into instructional practices observed in a highly effective Best Buddies program. In implications for future research, policy, and practice, this dissertation suggests a model for relational elective inclusion that supports students with ID in achieving social and emotional well-being in inclusive extracurricular programming.

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

Mode of access: World Wide Web

ISBN: 9798371969415Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Best buddiesIndex Terms--Genre/Form:

554714
Electronic books.

Relational Elective Inclusion : = Supporting Social and Emotional Learning for Adolescents with Intellectual Disabilties in Extracurricular Programming.
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