When students are struggling to be successful in the general classroom, collaborative efforts should include planning for academic and social needs. Students with disabilities may display significant social difficulties such as establishing friendships or feelings of isolation and loneliness. Because peer relationships in childhood play a significant role in later-life adjustment, teachers need to create environments that support and promote social competence and acceptance. This article discusses issues around social competence for students with mild disabilities and provides a social support structure as a basis for collaborating with general education teachers to create socially inclusive learning environments and build social competence.
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