Video-based Instruction in Social-Emotional Skills

Parker Heman
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引用次数: 0

Abstract

Social-emotional skills work collaboratively with academic skills to help students connect content to real-world challenges. For successful future employment, today’s students will need to master social-emotional skills such as communication, collaboration, and problem-solving. Students with intellectual disabilities, however, possess severe deficits in mental capacity and emotional skills. For those students with intellectual disabilities, who already possess multiple employment and educational challenges; lack of social-emotional skills has been identified by their school-to-work transition support team members as a common barrier to employment. Due to the COVID-19 pandemic, a vocational rehabilitation program for students with disabilities that would have included a face-to-face class of 40 participants was cancelled. As a substitute, a hybrid, Google Classroom-based delivery of a social-emotional skills intervention program was hosted at the computer lab of the vocational rehabilitation agency with only five student participants. Although a small group, almost all student participants increased their pro-social skills knowledge as well as were observed by their counselors to have improved their pro-social behaviors post-program. This case study provides some, but very limited, data to suggest that delivery of social-emotional learning curriculum by means of remote learning for students with intellectual disabilities should be further studied.
基于视频的社交情感技能教学
社交情感技能与学术技能协同工作,帮助学生将内容与现实世界的挑战联系起来。为了未来成功的就业,今天的学生需要掌握社交情感技能,如沟通、合作和解决问题。然而,有智力障碍的学生在智力和情感技能方面存在严重缺陷。对于那些已经面临多重就业和教育挑战的智障学生;他们从学校到工作的过渡支持团队成员认为,缺乏社交情感技能是就业的一个常见障碍。由于新冠肺炎疫情,一项针对残疾学生的职业康复计划被取消,该计划原本包括40名参与者的面对面课程。作为替代,在职业康复机构的计算机实验室举办了一项基于谷歌课堂的社交情感技能干预项目,只有五名学生参加。虽然是一个小群体,但几乎所有的学生参与者都增加了他们的亲社会技能知识,并且他们的辅导员观察到他们的亲社会行为在项目后得到了改善。本案例研究提供了一些,但非常有限的数据,表明应该进一步研究通过远程学习的方式为智障学生提供社交情感学习课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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审稿时长
22 weeks
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