In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and…

The article presented here introduces the Intervention Model for Affective Involvement (IMAI), which was designed to train staff members (for example, teachers, caregivers, support workers) to foster affective involvement during interaction and communication with persons who have congenital deaf-blindness. The model is theoretically underpinned,…

Through reflection on his years as an enrichment teacher in Schoolwide Enrichment Model (SEM) programs, the author describes significant ways the social and emotional development of his students was shaped by their involvement in enriched teaching and learning. Through portraits of his students engaged in Type II and Type III enrichment, the…

The purpose of this paper is to provide educators and counselors with a framework for understanding the academic self-concepts of gifted students. As academic self-concept is theoretically linked with other constructs, including academic achievement and aspirations, it is vital that educators and counselors are aware of the experiences gifted…

This article contains specific planning, partnering, and performing techniques for fully integrating dancers with special needs into a dance pedagogy program. Each aspect is discussed within the context of the domains of learning. Fundamental partnering strategies are related to each domain as part of the integration process. The authors recommend…

This article describes several books published by Free Spirit Publishing which help gifted students to understand their giftedness. The books deal with such issues as parental pressure, teasing of peers, perfectionism, stress, underachievement, personal autonomy, self-esteem, lying, and strategies for success in school. (JDD)

Several activities that can help deaf children build affective awareness are described. The activities emphasize hands-on, experience-based learning and play, and focus on building self-awareness, learning new ways to interact, recognizing feelings, and having children create books about themselves. (JDD)

This is the first book to link the issues of emotional literacy, equity and social justice, and the education of the whole child, thus providing the social and political context for emotional literacy. In connecting emotional literacy and equity with the structure of schooling, it establishes that co-educational schools can contribute to enabling…

This article explores art as a vehicle for self-expression in students with emotional disturbances. Art activities can help students understand themselves and empathize with others and can help educators understand students' feelings. Activities are presented for focusing on negative and positive feelings and on ambivalent feelings. (JDD)

This article reviews aspects of normal affective development and the accompanying language of feelings, explains how children with behavioral and emotional problems diverge from normal patterns, and describes relevant intervention programs for early childhood and the primary and intermediate grades. (Author/JDD)

This curriculum guide, designed for use by special education teachers of kindergarten through twelfth grade students in Lexington County, South Carolina, addresses five major areas of affective development: (1) understanding emotions; (2) self-concept development; (3) interpersonal skills; (4) skills in behavioral responsibility; and (5)…

Noting that violent behavior is learned, often early in life, this booklet offers early childhood educators helpful violence-prevention information and suggestions based on early childhood research and the wisdom of good practice. The booklet begins by reviewing young children's emotional needs and developmental characteristics, and then suggests…

Discussion of the need to include affective components in the education of gifted students considers: development of interpersonal and emotional intelligence, the need for an affective curriculum component, the role of the teacher to address the social and emotional needs of gifted students, and inclusion of affective learning in multidisciplinary…

Emotional issues impacting the lives of gifted students are discussed, including peer pressure, competition, perfectionism, independence, expectations of self or others, and economic disadvantage. Teaching suggestions and poems by gifted students are provided. (DB)

This follow-up article outlines goals, principles, and techniques for improving curriculum and instruction for secondary students with learning disabilities so that the following affective goals are fostered: intrinsic motivation, internal locus of control, academic and social self-concept, self-esteem, a sense of competence and confidence, an…