urn:uuid:4b7ffee2-e79e-d332-194f-c0a3679f6746 RUcore Syndication System, v1.0 Copyright 2018, Rutgers, The State University of New Jersey https://doi.org/doi:10.7282/T3D220MB West, Clara 2018-05-07T20:15:00-04:00

Generalizations about special education students are based upon societal constructs. These stigma- induced concepts define these students in terms of their disabilities, as opposed to the strengths, which make them unique. Their social-emotional issues are similar to their non-disabled counterparts with few distinctions. This case study discusses how group intervention with adolescent special education girls reduces stigma and promotes emotional stability in the school. When viewed through the lens of shared narratives, group intervention becomes an enriching experience for students and those working with them.