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Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

June L. Preast, Nicky Bowman, Chad A. Rose
Copyright: © 2020 |Pages: 19
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch006
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MLA

Preast, June L., et al. "Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 102-120. https://doi.org/10.4018/978-1-7998-1213-5.ch006

APA

Preast, J. L., Bowman, N., & Rose, C. A. (2020). Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 102-120). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch006

Chicago

Preast, June L., Nicky Bowman, and Chad A. Rose. "Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 102-120. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch006

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Abstract

A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.

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