Are Social Skills Teachable? A Review of the Literature

Erin, Jane N.; Dignan, KC; Brown, Pei-San

doi:10.1177/0145482x9108500205

Cited by 19 publications

(4 citation statements)

References 16 publications

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“…In an inquiry classroom gifted students with visual impairments can be placed in situations in which they demonstrate their superior problem solving and thinking skills, thus increasing their selfesteem. Because research indicates that appropriate social skills can be a problem for both students who are gifted (Borland, 1989) and students with visual impairments (Erin, Dignan, & Brown, 1991;Sacks, Kekelis, & Gaylord-Ross, 1992), development of skills in working with other students should occur in the context of inquiry learning. Teachers will need to focus, however, on helping students develop these skills rather than assuming the students will learn them on their own.…”

Section: The Gifted Visually Impaired Learnermentioning

confidence: 99%

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

Rooks

Maker

2009

Gifted Education International

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Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

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Section: The Gifted Visually Impaired Learnermentioning

confidence: 99%

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

Rooks

Maker

2009

Gifted Education International

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“…Johnson and Johnson (1991), using a pre-post two-group de sign, reported that participants who re ceived group counseling had greater gains in self-concept, more favorable attitudes toward blindness, and a more internal lo cus of control than did participants in the comparison group. Kim (2003) (Erin, Dignan, & Brown, 1991;McDon nall, 2011;McDonnall & Crudden, 2009;Shaw, Gold, & Wolffe, 2007).…”

Section: Social Skills and Self-conceptmentioning

confidence: 99%

A Systematic Review of Transition Interventions Affecting the Employability of Youths with Visual Impairments

Cavenaugh

Giesen

2012

Journal of Visual Impairment & Blindness

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Introduction The purpose of the study presented here was to identify and synthesize studies of transition interventions to improve the employability and employment outcomes for youths with visual impairments. Methods An a priori protocol was followed in conducting a systematic review of the literature, including criteria for selecting studies, search strategies, and a synthesis of findings. Results Fifteen studies of interventions to improve the employability of youths with visual impairments were identified. Four studies used two-group designs with control or comparison groups, four used single-subject, multiple-baseline designs, and seven used single-group designs (no control or comparison groups). Of the four two-group designs, two reported statistically significant relationships between the transition intervention and factors related to employment. A meta-synthesis indicated the efficacy of several interventions to improve the career-awareness, job-seeking, independent-living, and social skills of the participants. Discussion Interventions that were found to enhance employability skills and self-constructs were also identified in correlational research as predictors of the successful employment of youths with visual impairments. There were no studies of interventions that directly resulted in employment. Only 3 of the 15 studies used designs with random assignment to groups—the most rigorous in evaluating the effectiveness of interventions. Implications for practitioners There is a critical need for information on evidenced-based practices that affect the successful transition of young adults with visual impairments. Practitioners are encouraged to implement rigorous evaluation methods to evaluate transition practices and to publish findings as a basis for public policy and the development of high-quality programs.

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“…Social Skills. Research has indicated that students with visual impairments are behind their peers without impairments in social skills development (Erin, Dignan, & Brown, 1991). Without the benefit of certain visual cues, some students may not have learned behavior appropriate in social situations.…”

Section: Impairments If They Can Be "Read" Using the Sense Of Touchmentioning

confidence: 99%