Using Literature to Teach Social Skills to Adolescents with LD

Abstract

Social skill deficits in students with learning disabilities have been frequently cited as a significant problem for this group of learners. Although most practitioners are aware of these difficulties, they may not be providing a systematic program of instruction to alleviate these deficits. The social skill literature strategy (SSLS) described in this article is an instructional approach that involves integrating social skill intervention into the literature curriculum. It is an intervention program that focuses on increasing social perception within the context of literature study. Although SSLS is a strategy that can be used to teach any type of literature, the following article describes how social skill intervention can be accomplished through the study of Shakespeare. This particular approach to social skill intervention promotes inclusive practices for secondary students with learning disabilities.

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