Abstract
This study investigated the effect of a social skills curriculum, the Helping Students with Disabilities Develop Social Skills, Academic Language and Literacy Through Literature Stories, Vignettes, and Other Activities: A Secondary and Post-Secondary Emphasis, on the social skills development of 6 students who have been identified with learning disabilities. In the 6th and 7th grade. 6 students were purposefully selected as individuals with Specific Learning Disabilities to received structured lessons in Helping Students with Disabilities Develop Social Skills, Academic Language and Literacy Through Literature Stories, Vignettes, and Other Activities: A Secondary and Post-Secondary Emphasis delivered by their special education teacher, over a period of 6 weeks. Students were observed for 2 weeks to establish a baseline in observed social skills. The lessons were designed to teach students skills in working with other, advocating self, and following directions. The educational program consisted of explicit, direct instruction lessons drawn from the curriculum taught biweekly. The results indicated that the curriculum had a statistically significant positive effect on social skills for students supported with IEP’s in both 6th and 7th grade.