Measuring Up RULER: Learning to Support Educators to Support Students With Learning Differences During COVID-19

• In Event: How Did Social and Emotional Learning Support Educators of Students With Learning Differences During the 2020–2021 School Year?

Abstract

Objectives. SEL programs often strive to support the development of interpersonal and self-regulation skills of all students for the purpose of improving access to educational experiences and emotional availability to learning. However, underlying assumptions implicit to typical SEL program design create barriers for individuals who fall outside of curriculum developers’ typical expectations of students. For example, learning activities included in SEL curricula require skills that students with learning differences (sLDs) often struggle with, including reading, writing, and peer-to-peer discourse. A recognition of, and will to address, learner variability in the design and implementation of SEL is critical to create the necessary adaptations that ensure that all learners can benefit from SEL. To this end we conducted a systematic analysis of RULER, an evidence-based SEL intervention against the guidelines to identify likely areas of need for sLDs, and sourced potential solutions in focus groups with special educators who have experience implementing the RULER approach. Perspective(s). UDL provides a framework for the design of flexible learning experiences, materials, goals and assessments that can empower educators to meet the needs of all students no matter the content or skills to be addressed. Methods. RULER tools, core routines and sample lessons at the upper elementary level were analyzed for gaps against the UDL guidelines by four education professionals with expertise in UDL, SEL, and practical experience teaching sLDs. Focus groups were then conducted with 17 educators who teach the RULER approach with sLDs at the upper elementary level. Each focus group session focused on one area of need identified through the UDL barriers analysis. Educators were prompted to share their reflections and practical experience with each area of need, and then share any solutions or strategies they had created and implemented to support sLDs within each area of need. Evidence. We have created an evidence map that connects the areas of need for sLDs identified through the barriers analysis to specific examples from the RULER approach. We are conducting a qualitative, thematic analysis of the focus group data to identify potential solutions to the areas of need identified through the barriers analysis. Solutions include practical descriptions from educators, as well as artifacts from their practice. Results and Conclusions. The UDL barriers analysis revealed five areas of need in the RULER approach that are relevant to the SEL field more widely: 1) collaboration between general and special education, 2) language, discourse and vocabulary, 3) accessibility, 4) executive functioning, and 5) emotional accessibility. Analysis of focus group data is on-going, however, initial results indicate face validity of the barriers identified, and a range of creative solutions that could be the focus of future research. Significance sLDs are grossly underrepresented in SEL research. We know little about how these students experience SEL, or how widely used SEL programs address the needs of these students by design in general education classrooms. This case study and qualitative research provide a first view into the practical needs of sLDs in SEL programs and approaches as well as potential solutions.

Authors

• Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.

• Alyssa R. Boucher, Boston University

• Amanda Cook, EdTogether, Inc.

• Lauren Hunter Naples, Yale University

• Christina Cipriano, Yale University