The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four individuals within the field of education and two parents of students with disabilities. Interviews with participants revealed the importance of building intrinsic motivation to do well, that the quality of relationship between teacher and student leads students with disabilities to be more likely to take academic risks, and how the behavioral aptitude available through SEL creates the conditions for students with disabilities to feel like they are “fitting in.” The findings of this research have implications for teachers’ practice in developing meaningful connections with their students to increase self-confidence, student participation, and intrinsic strengths.
","abstract_html":"<p>The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four individuals within the field of education and two parents of students with disabilities. Interviews with participants revealed the importance of building intrinsic motivation to do well, that the quality of relationship between teacher and student leads students with disabilities to be more likely to take academic risks, and how the behavioral aptitude available through SEL creates the conditions for students with disabilities to feel like they are “fitting in.” The findings of this research have implications for teachers’ practice in developing meaningful connections with their students to increase self-confidence, student participation, and intrinsic strengths.</p>","abstract_has_math":false,"creators":["Tagawa, Chloe"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-07T07:00:00Z","date_published":"2021-05-07T07:00:00Z","updated_at":"2026-07-24T02:05:00Z","subjects":["social-emotional learning","SEL","students with disabilities","intrinsic motivation","self-confidence","acceptance","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/32","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"]},{"key":"dc:creator","label":"Author","values":["Tagawa, Chloe"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["social-emotional learning","SEL","students with disabilities","intrinsic motivation","self-confidence","acceptance","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/32"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four individuals within the field of education and two parents of students with disabilities. Interviews with participants revealed the importance of building intrinsic motivation to do well, that the quality of relationship between teacher and student leads students with disabilities to be more likely to take academic risks, and how the behavioral aptitude available through SEL creates the conditions for students with disabilities to feel like they are “fitting in.” The findings of this research have implications for teachers’ practice in developing meaningful connections with their students to increase self-confidence, student participation, and intrinsic strengths.
"]},{"key":"dc:title","label":"Title","values":["The Relationship of Social-Emotional Learning and Self-Advocacy for Students with Disabilities"]}]}],"canonical_facts":{"dc:contributor":["Matthew E. Davis, PhD","Zoee Bartholomew, EdD"],"dc:creator":["Tagawa, Chloe"],"dc:date.available":["2021-05-07T07:00:00Z"],"dc:description.abstract":["The purpose of this research was to understand how teachers’ knowledge and practice of social-emotional learning (SEL) in the classroom correlates to feelings of empowerment and “participation” in school settings for students with disabilities. Research has shown that SEL interventions for students has correlated with positive school outcomes including social acceptance, problem solving skills, stress management, and academic success (Feuerborn & Tyre, 2009); and that emotional support and instructional management are both very important aspects of creating a positive classroom environment for students (Hughes & Koplan, 2018). This study included interviews with a sample of six participants, composed of four individuals within the field of education and two parents of students with disabilities. Interviews with participants revealed the importance of building intrinsic motivation to do well, that the quality of relationship between teacher and student leads students with disabilities to be more likely to take academic risks, and how the behavioral aptitude available through SEL creates the conditions for students with disabilities to feel like they are “fitting in.” The findings of this research have implications for teachers’ practice in developing meaningful connections with their students to increase self-confidence, student participation, and intrinsic strengths.
"],"dc:identifier":["https://scholar.dominican.edu/education-masters-theses/32"],"dc:subject":["social-emotional learning","SEL","students with disabilities","intrinsic motivation","self-confidence","acceptance","Education"],"dc:title":["The Relationship of Social-Emotional Learning and Self-Advocacy for Students with Disabilities"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:00Z"}