However, what is clear from an analysis of the study by Elias is that the author provides a comparatively comprehensive overview of the issues and problems at stake and also supports this with practical examples of methods It could be argued that this study is possibly not as rigorous and methodologically intensive as the first article discussed in the present paper. What is clearly implied throughout is that the innate talents and abilities of the special needs student enhanced by the caring and responsive techniques and strategies on the part of the teacher. While this study does not provide any quantitative methodology or strategy it does provide a comprehensive overview of the theoretical aspects of the problems and the way that these problems can be addressed by the teacher. This can go a long way to reducing any sense of guilt or inadequacy. Furthermore, the teacher should help the student to recognize his or her strengths. The strategies that students must use when they feel the strong feelings that are preventing them from learning effectively."( Elias, 2004). The teacher becomes involved in the process of articulating ". Once they have been recognized, a responsive and caring approach should be taken. In order to deal with these problems, the author suggests that in the first instance these inabilities and difficulties in the student must be recognized by the teacher or the therapist. The article also reviews the literature and theoretical positions on this topic. These include the recognition of emotions in self and others the regulation and management of strong emotions and the recognition of strengths and areas of need ( Elias, 2004). The author of this article identifies a number of problematic social and emotional areas for the learning disabled or special needs student. n the final analysis the article does provide some illuminating insights into the possibilities of literature for social and emotional development in gifted students.Īrticle 3: The Connection between Social-Emotional Learning and Learning Disabilities: mplications for ntervention by Maurice J. N other words, it can be criticized for being somewhat discursive and for not providing any form of comparative analysis.Īlternatively, one could argue that methodologically the research falls into the category of a case study, a legitimate form of intensive qualitative research. The goal is to move toward integration within the details of the classroom begin by offering some extra time and then gradually diminishing it based on Intervention will be gradual, at first allowing extra time or an untimed period (when applicable), gradually reducing the extra time until CB is back on the schedule with other students at grade level. Most of the people that work with her, however, believe that CB is quite capable of completing the tasks, but is hyper-self-critical and then unable to finish the work in the timeframe needed. Intervention #2 - Issue: Extended Time needed/Hyper Perfectionism - Part of CB's OCD and Anxiety diagnosis have resultant behaviors in needing extended time to complete assignments. Possible solutions to aid in this would be to allow an older student or an intern from a local teacher's college to visit a few times a week to work with CB and, with individualized attention, continually reinforce attention to tasks at hand. This will focus CBs attention on aspects of the lesson that are more comfortable. Allow her to focus more on those aspects, and potentially preload the evening before if possible. Intervention #1 - Issue: Attention Span - Work with teacher to find modifications within the stated curriculum that are interesting to CB. The key, in wrapping up all the issues, seems to be finding intervention strategies that will allow her to focus, to remove some of the anxiety and perfectionistic issues, and to improve social skills (Suping, 2003 Taylor, 1998): We find that there may a disconnect in motivational issues, as well, CB is clearly bright, and when engaged, is able to perform at a higher than grade level. In each of these there is a discrepency between what is needed and/or expected in CB's school curriculum and her performance. Intervention Plan- For CB there are essentially four major issues: her lack of attention span, the need for extended time on some assignments combined hyper-perfectionism, lack of social skills, and home activity intervention/anxiety.
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