Investigation of the social-emotional developments and academic profiles of students who show special learning difficulties

The difficulties that children with SLD experience in learning and academic failures cause them to have intense negative experiences. Unfortunately, these negative experiences negatively affect the social-emotional development of these children. Determining the profiles of the academic and social-emotional development of children with SLD will provide an important perspective to teachers and parents in planning their teaching processes and determining the path they will follow (Ascherman & Shaftel, 2017; Bayrakçı & Susam, 2021). In the study, it was aimed to examine the general academic performance and social-emotional development profiles of children with SLD. Gaining more information about the social-emotional and academic development of children with SLD will contribute to the differentiation of perspectives in increasing the adaptation of these children to the social environment in which they live. In this study, the relational survey model, which is one of the quantitative research models, was used. The sample of the study consisted of 100 children with SLD between the ages of 7-12 who received support education services in three Special Education and Rehabilitation Centers in Istanbul. While 32% of the participants are girls, 68% are boys. In the study, child demographic information form, voluntary consent form, and literacy, mathematics, social interaction and social skill checklists developed by the researcher for SLD children were used as data collection tools.