Date Approved
6-18-2009
Embargo Period
3-18-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Browne, Susan
Subject(s)
Bibliotherapy for children--New Jersey; Social skills in children--New Jersey
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this qualitative research study was to explore the role of educators in teach social skills to self-contained students. Bibliotherapy, which utilizes books to help people solve their problems and role-playing were the two methods used to teach social skills. For this study, five data collection instruments were utilized: audio taped class discussions, video recordings of role-playing sessions, a teacher research journal, an instructional unit, and student projects and artifacts. For the sake of privacy and confidentiality, the names of people and places were altered. The qualitative research study was conducted in a Kindergarten self-contained classroom, located in southern New Jersey. There were eight students in the class who participated in the study. The classifications of the eight students varied. According to the students' IEPs, classifications included multiply disabled, autistic, communication impaired, and multiple sclerosis. In analyzing the data, it became clear that bibliotherapy and roleplaying were effective in teaching students social skills. Implications for using bibliotherapy and role-playing to teach social skills to students in self-contained classrooms are discussed in detail.
Recommended Citation
Massa, Lauren M., "Using literature and role-playing to teach social skills to students in self-contained classrooms" (2009). Theses and Dissertations. 646.
https://rdw.rowan.edu/etd/646
