Abstract
Although many social–emotional learning (SEL) surveys exist for the general student population, students with learning disabilities (SwLD) are often excluded during the survey development process, and the current SEL surveys often overlook critical SEL competencies for SwLD (e.g., self-advocacy), necessitating an SEL survey for SwLD. To address this oversight, the Winston Essential Skills Survey (WESS) was designed to measure SEL in an SwLD population. Annually, over a 4-year period prior to the COVID-19 pandemic, two teachers evaluated each student with the WESS 2.0 (
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