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ERIC Number: ED342546
Record Type: Non-Journal
Publication Date: 1991-Mar-19
Pages: 8
Abstractor: N/A
Reference Count: N/A
Social Skills Instruction in Rural Schools: Factors Effecting Implementation.
Wienke, Wilfred D.; And Others
This paper reports a study of teachers' attitudes toward implementation of social skills instruction. Twenty-eight regular and special education teachers from a rural southwestern high school voluntarily responded to a questionnaire. Teachers reported a preference for proactive, comprehensive social skills activities implemented as part of a standard program. Teachers were split between wanting to conduct social skills instruction as a discrete content area and wanting to integrate social skills instruction with other content areas. Resources to support social skills instruction, availability of inservice training, and time for planning social skills activities were lacking. Teachers reported that their family backgrounds and experiences as educators had been most helpful in developing support of social skills instruction. While a few teachers felt that social skills instruction should not be their responsibility for mainstreamed handicapped children, the majority felt it should be a shared responsibility between special educators and regular educators. Recommendations include: (1) focusing teacher preservice and inservice programs on development of social skills instruction and curriculum development; and (2) providing experiences for preservice teacher education students to participate in the formulation, implementation, and evaluation of social skills instruction programs. (LP)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A