A study of online elementary teachers’ instruction of social emotional learning focusing on relationship skills for students with disabilities

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2022-05

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Abstract

Relationships in education and teaching have been found to be important for student learning. The use of CASEL’s competencies in relationship skills and the communicating clearly sub-skills with instructional actions of teachers online are the focus of this study. However, this area of research has a gap that is limited and often overlooked. The proposed study outlined a plan to gather teachers’ instructional actions with students with disabilities in the online classroom. The Collaborative for Academic, Social, and Emotional Learning (CASEL) provided a framework of competencies and skills that guided teachers in developing social emotional learning (SEL) progress in their students. This study focused on the CASEL competency known as relationship skills and the communicating clearly sub-skills. Using qualitative methods including questionnaires, interviews, and journals, researchers obtained a view of the instructional methods used to establish the relationships used by teachers as a part of their virtual classroom teaching toolbox. Participants were current teachers who worked with students with disabilities in a virtual setting. The qualitative results from the three data sources showed the themes of modeling, individual recognition, and acknowledgement of the students’ performance. These themes and knowledge can help improve how virtual teachers work with students with disabilities in the classroom.

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Keywords

Social Emotional Learning, Virtual Education, Students with Disabilities, Collaborative for Academic, Social, and Emotional Learning (CASEL), CASEL

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