The Level of Socio-emotional Skills of Students with Specific Learning Difficulties and their Relationship to Forms of Family Interaction

Abstract

This article aims to explore the relationship between socio-emotional skills and forms of family interaction on the part of students with specific learning difficulties from the viewpoints of their teachers and parents. A descriptive correlational approach was adopted, and three questionnaires were implemented with the help of 59 teachers and 112 parents. The results showed that all students have an average level of socio-emotional skills, with the exception of collaborative skills and teamwork, building and developing peer relationships, and emotional expression, all of which were highly rated. There were differences between the perceptions of teachers and parents alike with regard to the level of building and developing relationships with peers, teamwork, and emotional expression on the part of students with specific learning difficulties. There was also a non-statistically significant negative correlation (at a significance level  of (0.05) between the level of socio-emotional skills and the forms of family interaction. The results confirms the unpredictability of the level of socio-emotional skills in terms of the forms of family interaction on the part of students with specific learning difficulties.