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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