Special Education Teachers' Perceptions of the Importance of Social Skills for Students with Disabilities

Abstract

The present study examined special education teachers' perceptions of the importance of social skills for students in special education. The sample included 45 teachers at 3 traditional high schools in a public school district in northeastern Wisconsin. Teachers completed an anonymous 8 question survey. Twenty-six surveys were returned for a response rate of 58 percent. The results of the survey were used to answer the following research questions: What social skills are considered most important for classroom success? To what extent would teachers be willing to include social skills training in their curriculum? Twenty two of the respondents, 85 percent, indicated that respect for teachers and classmates were the most important social skill. Twelve participants, 46 percent, responded that they currently include social skills training in their curriculum. The field report project findings suggest a need for the development and implementation of a social skills curriculum. With the continuing requirements that school districts decrease their spending due to budget issues, funding for programming should be evaluated.