Developing Social Skills of Students with Additional Needs Within the Context of the Australian Curriculum

Michael Davies, Greta Cooper, Ryan J. Kettler, Stephen Elliott

Research output: Contribution to journalArticle

6 Scopus citations

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).

Original languageEnglish (US)
Pages (from-to)37-55
Number of pages19
JournalAustralasian Journal of Special Education
Volume39
Issue number1
DOIs
StatePublished - 2015

Keywords

  • Keywords: social skills
  • additional needs students
  • assessment intervention

ASJC Scopus subject areas

  • Education

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