Abstract
Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for improving the social and emotional learning outcomes of students with disabilities. Using the example of a “provocative selfie” as a form of media production and consumption, this paper provides a framework for using the NAMLE key questions to teach specific CASEL Social and Emotional (SEL) competencies and address IEP goals and objectives of students with social and emotional deficits. By using the key questions of media literacy to teach the CASEL competencies, educators can provide special education students with strategies for analyzing, evaluating, creating, and acting responsibly in the digital world whileremediatingpoor social and emotional skills commonly associated with many social, emotional, and behavioral disorders.
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Probst, D. (2017). Social Media Literacy as an IEP Intervention for Social and Emotional Learning. Journal of Media Literacy Education, 9(2), 45-57. https://doi.org/10.23860/JMLE-2019-09-02-04
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