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Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities


Students with disabilities are taught how to utilize self-regulation skills and monitor their emotions. However, Deaf students with multiple disabilities, especially those with social emotional challenges, may not be explicitly taught how to use appropriate social skills to self-regulate their emotions. To address this problem, the curriculum is designed to teach students communication skills for the purpose of augmenting Deaf students’ socialization and self-regulation skills.

The curriculum used several learning theories to explicitly teach social-emotional skills; collaborative learning, intrinsic motivation, scaffolding, basic interpersonal communicative skills (BICS), cognitive academic language proficiency (CALP), and Theory of Mind. Deaf students need to independently self-analyze their needs as well as communicate these needs with others. The curriculum goals are to help (1) improve self-regulation skills using two languages, ASL and English to identify emotions of self and communicate socio-emotional needs, (2) apply knowledge of social-emotional learning to real life situations, and (3) enhance writing skills to express their emotions and choice of self-regulation skills to demonstrate the state of their social-emotional health. Based on the evidence from collected student work samples, observations, rubrics, and problem-solving scenarios, the students have accomplished two out of three goals.

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