The purpose of this study was to examine the impact of a social and emotional learning program (SEL), Strong Start, on students with disabilities in inclusive kindergarten classrooms. The literature base supports the need for some type of intervention for students with disabilities as researchers commonly report that students with disabilities are less proficient in positive social interactions as compared to typically developing peers due to a myriad of reasons.
This study focused on three students with mild/moderate disabilities in inclusive general education kindergarten classrooms. The methodology utilized was a single subject, AB multiple baseline design. The results showed increases in positive social interactions in the areas of social cooperation and social interaction. Limitations and implications are discussed.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 49/01M, Masters Abstracts International|
|Subjects:||Early childhood education, Special education|
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