The social skills expectations of general education and special education teachers at the secondary level

Abstract

Research has indicated that many students with learning disabilities exhibit social skills deficits; and, as a result, do not have the social competence necessary to experience positive connections with their peers and adults. Many students with learning disabilities are rejected or treated poorly by their peers and are perceived by teachers in a negative manner. Although the successful inclusion of students with learning disabilities into the general education environment must involve addressing appropriate social skills, there is little research regarding the specific social skills necessary for success. In addition, little is known about the differences, if any, between general education and special education teachers in their social skills expectations at the secondary level. Because many students with learning disabilities may need to be directly taught how to use social skills in various situations and settings, collaboration and understanding between special education and general education teachers is vital. The purpose of this study was to identify significant differences in the social skills expectations of general education teachers compared to special education teachers at the secondary level. The identification of specific social skills necessary for success in the special education environment and general education environment also was examined. A modified version of the Social Skills Rating System Teacher Form (SSRS) was distributed to 200 high school general education and special education teachers at two high schools in the Wausau School District in Wisconsin. Results indicated statistically significant differences between the social skills expectations of general education and special education teachers. In addition, differences were found between the social skills expectations of male and female teachers.