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Self-Determination and Social & Emotional Learning for Students with Special Educational Needs

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Self-Determination Theory and Socioemotional Learning

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Abstract

Educators have often referenced the Collective for Academic, Social and Emotional Learning (CASEL) framework as their guide on social-emotional learning (SEL). The CASEL framework suggests five broad areas that educators can focus on in teaching SEL competence—self-awareness, self-management, social-awareness, relationship skills and responsible decision-making (CASEL, 2022). Emerging evidence suggests that students who were explicitly taught SEL can acquire SEL skills and experience a wide range of benefits. Students have also reported being motivated in SEL and in their application of SEL skills. While there are some evidence to suggest that students in the general population can benefit from SEL, little is known about the efficacy of SEL among students with special educational needs (SEN) and even less is known about the motivation of students with SEN in SEL. In this review paper, I examined empirical evidence on the association between self-determination and SEL among K-12 students with SEN, through the lens of the Self-Determination Theory (SDT) and its associated Functional Model of Self-Determination (FMSD). In reviewing the empirical papers, I sought to answer the following question: Can self-determination support students with special educational needs in social-emotional learning? This paper provides useful information on the teaching and learning of SEL in students with SEN, and it hopes to empower educators in supporting students with SEN in their SEL.

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Leng Chee Kong

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Correspondence to Leng Chee Kong .

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  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Betsy Ng

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Kong, L.C. (2023). Self-Determination and Social & Emotional Learning for Students with Special Educational Needs. In: Ng, B. (eds) Self-Determination Theory and Socioemotional Learning . Springer, Singapore. https://doi.org/10.1007/978-981-99-7897-7_9

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