Utah Schools for the Deaf and Blind adapted the Resilience, Rights & Respectful Relationships curriculum for intentional, direct SEL instruction with deaf students¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The associate superintendent reports deaf students need more intentional and direct SEL teaching, and since the convening she has used the Victoria-developed curriculum in direct instruction and trained school directors to use it. → utah-1

Evidence¶

utah-1¶

Russell, Christina A. (2023, April). Centering wellbeing: Advancing social emotional learning for all. Digital Promise. https://doi.org/10.51388/20.500.12265/177

q1 · i? · qualitative · r1

Case study interview with Dr. Michelle Tanner, who estimates 90 percent of students who are deaf and hard of hearing are born to hearing parents and that only 25 percent of those parents will learn to sign well enough for deep communication, linking communication barriers to behavior problems.

"Since returning from the working group convening, she has personally been using Resilience, Rights & Respectful Relationships in direct instruction with students, as well as training school directors to use the resource to address the most pressing needs in their schools."

Discussion¶

Related Claims¶

• Most working-group district leaders reported planning or already implementing concrete SEL changes within two months of the Melbourne convening — related
• Instructional modifications that lower barriers are optional supports for younger resilient learners but may be necessary for older beginners, pre-literate students, and learners dealing with trauma or disabilities — a broader claim this one bears on
• California LEAs most commonly supported social-emotional learning through play-based learning and supported students with disabilities through instructional adaptations and added staff — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related