Effects on Social-emotional Development
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Social-emotional development for a child with a learning disability can be a difficult side effect. Differences noted between children with learning disabilities and those without include: having few friends, difficulty fitting in with groups, and no initiative to speak with or invite friends to do activities. These children may also seem indifferent and follow others without regard to being guided by their own opinion (Llang & Li, 2019). As the student struggles with academics and the additional challenges they may experience with their learning disability, they may develop low self-esteem. Teachers, parents, and peers may provide support and encouragement; however, low self-esteem, paired with a lack of confidence, can develop into a cycle of failure and negativity (Social-emotional development and LDs, n.d.). These feelings of failure and negativity can lead to the child developing anxiety and depression. Additional risks include rejection from peers and the risk of being bullied (Social-emotional development and LDs, n.d.).
The Learning Disability Association of Ontario lists protective factors that can foster resilience in students with learning disabilities: developing a special skill or talent to nurture successes, and having supportive adults outside their home (Social-emotional development and LDs, n.d.) According to Drs. Goldstein and Brooks, authors of Raising Resilient Children, teachers can incorporate these five strategies to help students develop resilience:
- Teach empathy.
- Teach responsibility by encouraging contributions.
- Teach decision-making and problem-solving skills that reinforce self-discipline.
- Offer encouragement and positive feedback.
- Help children learn to deal with mistakes.
(Social-emotional development and LDs, n.d.)