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Original Research Articles

Social Skills Training of Children with Learning Disability

Authors:

Sujata Bhan ,

SNDT Women’s University, Juhu, Mumbai 400049, IN
About Sujata

The author works as an Associate Professor at SNDT Women's University. She has been a trainer for 20 years and has worked as a consultant on many research projects. Her areas of interest are research in curriculum development, tool development, educational pedagogy, family dynamics and service models for inclusion of students with special needs.

She is a member of Rehabilitation Council of India and National Association for the Blind.

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Zainab Farooqui

SNDT Women’s University, Juhu, Mumbai 400049, IN
About Zainab

The author works as an Assistant Professor at SNDT Women's University. Her areas of interest are development of curricular adaptations and assessment tools for students with learning disabilities in academic and non academic areas.

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Abstract

Purpose: The ability to recognise emotions in oneself and in others is a fundamental prerequisite to function successfully in the social world. Emotion recognition deficit in people with learning disability may therefore be an important contributory factor to deficits in social skills and poor social adaptation. This study aimed to examine the level of emotional understanding in students with learning disabilities (LD).

Method: A pre-test, post-test equivalent groups design was adopted for this study. The focus was on identification of emotions through verbal and pictorial situations, and the appropriate expression of emotions. Training was provided to enhance the emotional understanding of students through the use of ‘I C ME’ module. The 6 emotions addressed in this study were anger, excitement, embarrassment, jealousy, love and anxiety. 30 children with LD, in the age group of 9-12 years, were selected for the study.

Results: It was seen that while children with LD had difficulty in the identification of an emotion, they found it more difficult to express the emotion in a socially appropriate way. The post-test results indicated that the training provided to the students significantly improved their emotional understanding.

Conclusions: The students learnt about the 6 emotions (anger, excitement, embarrassment, love, jealousy, and anxiety), the vocabulary associated with these emotions, and also the appropriate way to express, self-monitor and self-regulate each emotion.

Limitations: Intervention was done for only 6 emotions.

How to Cite: Bhan, S. and Farooqui, Z., 2013. Social Skills Training of Children with Learning Disability. Disability, CBR & Inclusive Development, 24(2), pp.54–63. DOI: http://doi.org/10.5463/dcid.v24i2.216
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Published on 28 Jul 2013.

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