The application of social-emotional learning principles to a special education environmen

Social-Emotional Learning plays a uniquely important role for students with special needs and the staff that serve them. This paper examines the strengths and challenges of students in two categories of special education: students classified as Emotionally Disturbed (ED), and students classified with Autistic Spectrum Disorder (ASD) in the social-emotional domain of functioning. In addition, the paper will present a model of incorporating Social-Emotional Standards and development through a school wide approach in a large special education district in New York City and present policy implications for both general education and special education environments. The impact of this model on behavior, social-emotional skill development, and school practices is discussed.