Deaf Students' Perception of Wellbeing and Social and Emotional Skill Development within School: A Critical Examination of the Literature
Saved in:
| Title: | Deaf Students' Perception of Wellbeing and Social and Emotional Skill Development within School: A Critical Examination of the Literature |
|---|---|
| Language: | English |
| Authors: | Paula Partington, George Major, Keith Tudor |
| Source: | International Journal of Disability, Development and Education. 2024 71(1):55-68. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Foreign Countries, Deafness, Students, Well Being, Student Attitudes, Skill Development, Emotional Development, Interpersonal Competence, Inclusion, Student Empowerment, Special Education |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/1034912X.2022.2092079 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | This article presents the culmination of the first author's experience of work at a Deaf Education Centre in Aotearoa New Zealand, alongside the themes stemming from a literature review on wellbeing and the development and maintenance of social and emotional skills for deaf students in both mainstream and special education. The predominant themes identified suggest inconclusive outcomes for students being placed in mainstream or special education in terms of wellbeing and its components such as belonging, identity, and the development of social and emotional skills. Areas for ongoing development and research are outlined, including a need to ascertain the student voice in future research and intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408736 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
