Anna Browning, Zumra Candas, Samirah Chowdhury, and Umit Yayla
Abstract:
Social-emotional learning (SEL) has become a predominant tool throughout early educational contexts to inform and prepare students to convey their own emotions, as well as interpret others. This developed understanding is difficult to attain generally, but even more so for students with intellectual and learning disabilities. Peers with ADHD and ASD have lower awareness and perceptiveness of emotions, especially when applying them within social environments, which can provide a barrier to lasting relationships and effective communication. Throughout this paper, one will thoroughly discern the hindrances that learning disabilities present in social forums and emotional discrepancies, as well as the great promise that SEL provides in bridging the gap in not only communication but also opportunity. This study has found that the usage of SEL within classrooms provides an essential application for those with learning disabilities to orient themselves in the social-cultural foundation. SEL allows an ease of communication that is often not afforded to ADHD and ASD students, especially in presenting their emotions. This has resulted in
heightened participation in social activities and more comprehensive reciprocation of common social practices. With “soft skills” being in increasing demand on the job market, and academic spaces observing the necessity of these skills for healthy professional dialogue, SEL proves a significant prospect for those with learning disabilities for increasing social awareness and vocational development. With the growing prevalence of diagnoses every year, establishing the presence of youth with ADHD and ASD further, SEL programs are vital to the success of students with learning disabilities. This paints a hopeful abstract for the future of these students. In particular, paired with the potential and efficiency of AI, SEL programs can combat the everyday challenges that permanently impair these students’ ability
to prosper.