The connection between social-emotional learning and learning disabilities: Implications for intervention

Maurice J. Elias

doi:https://doi.org/10.2307/1593632

The connection between social-emotional learning and learning disabilities: Implications for intervention

Maurice J. Elias

School of Arts and Sciences, Psychology

Rutgers, The State University

Research output: Contribution to journal › Article › peer-review

38 Scopus citations

Abstract

The majority of students with learning disabilities have difficulties with social relationships. In this article, three key skill areas in social-emotional learning are identified as the main source of these difficulties: recognizing emotions in self and others, regulating and managing strong emotions (positive and negative), and recognizing strengths and areas of need. Research supporting their connection with learning disabilities is reviewed. In addition, three examples of interventions that are comprehensive and link academic and social-emotional learning are presented. The first is from language arts. The others are pedagogical procedures that draw upon the multiple intelligences to assist students with tasks such as projects or reports and working through academic and social challenges.

Original language	American English
Pages (from-to)	53-63
Number of pages	11
Journal	Learning Disability Quarterly
Volume	27
Issue number	1
DOIs	https://doi.org/10.2307/1593632
State	Published - 2004

ASJC Scopus subject areas

Education
Health Professions(all)
Behavioral Neuroscience

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abstract = "The majority of students with learning disabilities have difficulties with social relationships. In this article, three key skill areas in social-emotional learning are identified as the main source of these difficulties: recognizing emotions in self and others, regulating and managing strong emotions (positive and negative), and recognizing strengths and areas of need. Research supporting their connection with learning disabilities is reviewed. In addition, three examples of interventions that are comprehensive and link academic and social-emotional learning are presented. The first is from language arts. The others are pedagogical procedures that draw upon the multiple intelligences to assist students with tasks such as projects or reports and working through academic and social challenges.",

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AB - The majority of students with learning disabilities have difficulties with social relationships. In this article, three key skill areas in social-emotional learning are identified as the main source of these difficulties: recognizing emotions in self and others, regulating and managing strong emotions (positive and negative), and recognizing strengths and areas of need. Research supporting their connection with learning disabilities is reviewed. In addition, three examples of interventions that are comprehensive and link academic and social-emotional learning are presented. The first is from language arts. The others are pedagogical procedures that draw upon the multiple intelligences to assist students with tasks such as projects or reports and working through academic and social challenges.

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The connection between social-emotional learning and learning disabilities: Implications for intervention

Abstract

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