Assessing and Supporting Social-Skill Needs for Students With High-Incidence Disabilities

Authors

Jennifer D. Walker, University of Mary WashingtonFollow
Colleen Barry

Document Type

Article

Digital Object Identifier (DOI)

10.1177/0040059918790219

Journal Title

TEACHING Exceptional Children

Publication Date

2018

Abstract

Many special education teachers who teach students with high-incidence disabilities are charged with helping their students meet behavioral goals related to improved social competence. High-incidence disabilities refer to a set of high-prevalence disabilities, which include emotional and behavioral disorders, specific learning disabilities, and mild-to-moderate intellectual disability (Bryant, Bryant, & Smith, 2017). Students with high-incidence disabilities make up about 73% of all students with disabilities and 8% of school-age students (National Center for Education Statistics, 2017).

Comments

This article is openly available on the web.

The definitive article appears on the Sage Journals website at: https://doi.org/10.1177/0040059918790219.

Publisher Statement

© 2018 The Author(s)

Recommended Citation

Walker, Jennifer D., and Colleen Barry. 2018. “Assessing and Supporting Social-Skill Needs for Students With High-Incidence Disabilities.” TEACHING Exceptional Children 51 (1): 18–30. https://doi.org/10.1177/0040059918790219.