This is a service provided by RUcore, Rutgers University Community Repository. https://rucore.libraries.rutgers.edu/rutgers-lib/48765/syndicate/rss/ Copyright 2018, Rutgers, The State University of New Jersey cmmills@libraries.rutgers.edu (RUcore Syndication Service) en-us RUcore Syndication System, v1.0 Wed, 31 Dec 1969 19:00:00 -0500 RUcore, Rutgers University Repository RSS Record Syndication https://rucore.libraries.rutgers.edu/rutgers-lib/48765/ https://doi.org/doi:10.7282/T3D220MB West, Clara Thu, 01 Jan 2015 00:00:00 -0500 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.