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An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators

¹ University of North Carolina Greensboro
² University of Nevada, Las Vegas
³ Temple University

^* To whom correspondence should be addressed. E-mail: n_dobbin{at}uncg.edu.

	Abstract

An adapted version of the Teacher/Staff Skillstreaming Checklist was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers enrolled in university-based degree programs over a 6-month period. A total of 237 participants completed the questionnaire. Results indicate that general and special education teachers receive a limited amount of direct and incidental social skills instruction in their preservice and/or in-service training programs. The general and special education teachers reported receiving more instruction in particular areas of social skills within their in-service training. Special education teachers who teach in self-contained settings did not receive more social skills instruction than did resource room teachers in preservice or in-service training programs. However, special education teachers who teach in resource rooms did receive more social skills instruction than did general education teachers, but only in their preservice training programs.

First published on July 20, 2009
Remedial and Special Education 2009, doi:10.1177/0741932509338363


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