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Developing social skills of students with additional needs within the context of the Australian Curriculum
Davies, Michael D. Cooper, Greta Kettler, Ryan J. Elliott, Stephen N.
Davies, Michael D.
Cooper, Greta
Kettler, Ryan J.
Elliott, Stephen N.
Abstract
Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social–emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).
Keywords
social skills, assessment intervention, additional needs students
Date
2014
Type
Journal article
Journal
Australasian Journal of Special Education
Book
Volume
39
Issue
1
Page Range
37-55
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled