Graduate Students' Perspectives on the Integration of Social Skill Training Used During Instruction for Students with Disabilities

Amanda Correia

 Co-Presenters: Individual Presentation
College: College of Education
Major: Special Education: Learning & Behavioral Disabilities
Faculty Research Mentor: James McLaughlin
 

Abstract:

This study explored graduate students’ perspectives on integrating social skills training into instruction for students with disabilities. The research aimed to understand the extent to which educators incorporate social skills interventions, which methods they find most effective, and their views on how these interventions impact students’ social and academic development. Given that students with disabilities often struggle with social interactions, integrating these skills into daily instruction is essential for fostering both academic success and personal growth.To gather data, the researcher developed and distributed a survey to graduate students in the field of education. The survey consisted of questions about their experiences, the frequency of social skills integration, the specific interventions used, and their perceived effectiveness. A total of 18 participants responded, providing insight into current practices and attitudes toward social skills training in the classroom.The findings revealed that while most participants (72.2%) reported incorporating social skills into their instruction, the frequency varied. Modeling was the most widely used and considered the most beneficial intervention, while peer work, though seen as effective, was not implemented as often. Additionally, 13 participants strongly believed that social skills development plays a crucial role in helping students with disabilities transition to higher education. Final comments from participants emphasized the need for early and ongoing social skills training and the importance of making interventions feel natural rather than overly structured.This research is valuable because it highlights the gap between recognizing the importance of social skills training and its consistent implementation. While educators understand its significance, challenges such as lack of training, time constraints, and institutional barriers may limit its integration. Future efforts should focus on providing professional development, embedding social skills training across all grade levels, and ensuring that interventions are practical and seamlessly incorporated into daily instruction. By addressing these gaps, educators can better support students with disabilities in developing the social competencies necessary for long-term success.