American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(12), 1284-1287
DOI: 10.12691/education-2-12-24
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Teaching Social Skills Students with Learning Difficulties and Behavioral Problems in the Inclusive Classroom

Alexandratos George1, and Alexandratou Varvara2

1Vergotis str, Argostoli, Kefalonia, Greece

243a D. Moutsopoulou str, Piraeus, Greece

Pub. Date: December 28, 2014

Cite this paper:
Alexandratos George and Alexandratou Varvara. Teaching Social Skills Students with Learning Difficulties and Behavioral Problems in the Inclusive Classroom. American Journal of Educational Research. 2014; 2(12):1284-1287. doi: 10.12691/education-2-12-24


Systematic and multiple studies (Hackett, et all, 2010, Schnitzer, Andries, &Lebeer, 2007), have shown that learning disabilities are a complex problem and beyond the effects on the cognitive-learning sector, may adversely affect the emotional and social development of children. Students with learning difficulties feel emotional distress in accordance to particular difficulties. Generally, they tend to have more emotional problems, low self-esteem, depressive symptoms, feelings of loneliness, anxiety, aggression and present social withdrawal compared to peers who do not have learning difficulties (Casserly, 2013). The contribution of education in addressing social adjustment problems faced by children with learning disabilities is essential. The method of intervention that a child may follow (a child) in school or special education, must have the support and active participation of parents (Broomhead, 2014). In our study we intend to present evidence showing the importance of research in the teaching of social skills through a program adressed to a student with learning disabilities and behavioral problems. We will also investigate the relationship between behavioral problems and difficulties in writing. The methodology comprises quantitative and qualitative data. The tools for qualitative data collection are the observation (through informal educational assessment), the intervention (with the form of didactic interaction), the Individual Structured Integrative Program of Special Education and the semi-structured interview. The tools for quantitative data collection are the experiment, the questionnaire with close-type questions which was filled by 20 students and the questionnaire with Likert questions which was filled by 20 adults.

learning disabilities behavior problems inclusive classroom Basic skills checklists

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