Social-Emotional Problems (page 3)

After reviewing 152 different studies, Kavale and Forness (1996) concluded that 75% of students with LD exhibit deficits in social skills. Studies of teacher ratings also suggested that students with learning disabilities have lower social status than other students. Social skills deficits include the following.

• Acceptance by peers
• Difficulty making friends
• Being seen by peers as overly dependent
• Being less likely to become leaders
• Resolving conflict
• Managing frustrations
• Initiating or joining a conversation or play activities
• Listening
• Demonstrating empathy
• Maintaining a friendship
• Working in groups

Some students with LD, however, experience no problems getting along with peers and teachers. For example, Sabornie and Kauffman (1986) reported no significant difference in sociometric standing of 46 high school students with LD and 46 peers without disabilities. Moreover, they discovered that some of the students with LD enjoyed socially rewarding experiences in inclusive classrooms. One interpretation of these contradictory findings is that social competence and peer acceptance are not characteristics of LD but are outcomes of the different social climates created by teachers, peers, parents, and others with whom students with LD interact (Vaughn, McIntosh, Schumm, Haager, & Callwood, 1993; cited in Heward, 2003).

In some cases, the social dimensions of life pose greater problems for students with LD than their specific academic deficits, and yet this dimension is essentially ignored in the definitions and labels that relate to learning disabilities. Many professionals would not support broadening the definition of learning disabilities to incorporate social and emotional dimensions, although it is clear that these are substantial (Hutchinson, Freeman, & Bell, 2002; cited in Hardman et al., 2005).

Years of failure can create other concerns. Wright-Strawderman and Watson (1992) found that 36% of a sample of students with learning disabilities indicated depression. Other researchers have reported psychological problems including feelings of inadequacy, anxiety, frustration, and anger (Bender, 2002).

Many students with LD are inept at understanding and interpreting social cues and social situations, which can easily lead to strained interpersonal relationships. Bryan (1977) suggests that the social–emotional difficulties of persons with learning disabilities may be the result of social imperceptiveness—a lack of skill in detecting subtle affective cues.