Document Type : Research Paper

Authors

• shahrooz nemati ¹
• rahim badri ²
• Mohammad Arshadtaleshmekaeil ³

¹ Associate Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran.

² Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran.

³ PhD Student in Educational Psychology University of Tabriz, Tabriz, Iran.

Abstract

The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. The needed data were collected through a search of keywords of socio-emotional learning, specific learning disability, a neuro-developmental disorder in the library resources, theses, and the articles existing in the databases of ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, Irandoc during 1990-2021. In order to search for the information in the Iranian and foreign databases was used both in separation and in combination. The theoretical bases and the main and combination concepts were extracted, and the concept was analyzed and classified. The results of the examination and analysis of the studies and research showed that the intervention program of the third kind of socio-emotional learning was effective in the fields of psychological problems and disorders. The findings of this research by identifying the nature of the intervention program of the third kind of socio-emotional learning show that regarding the existing theoretical and experimental, this idea could be proposed as an instructional package for the students with a specific learning disability.
Keywords: Response to Intervention Program of Third Type of Social-Emotional Learning, Behavioral Problems, Alexithymia, School Bounding, Emotional Regulation.
 
 
 
Extended Abstract
Introduction
A specific learning disability is a neuro-developmental disorder that continuously involves learning and a much wider range of cognitive problems that are often ignored in school (Jabarzadeh et al., 1402).
These disorders are identified based on the data obtained from different sources about the emotional or behavioral functions of the person and must appear in at least two different situations, one of which is school (Manuel, 2020). Among the challenges faced by children with specific learning disabilities is alexia (Cerutti et al., 2020), which is used to describe people who cannot identify and express their emotions (Auerbach et al., 2008). Also, they have fewer social skills, and compared to their brothers and sisters, they experience more physical and behavioral problems, they cannot understand and identify their emotions, and instead, they look for their emotional arousal to grow up. and they misinterpret their physical problems (Porcelli et al, 2013). Another concept that is raised in the relationship between the child and the school is the connection with the school, which refers to the relationship that a person has with the school and other aspects of academic life (McDoniel & Bierman, 2022).
Different approaches have been made to help this group of children in the field of special learning disorders, but in the new assessment model called the response-based intervention model, the effort is to emphasize the role of the educational environment in the assessment and interventions of education. This model is based on the identification and determination of shortcomings and inabilities and includes a set of decisions that guide interventions at 3 levels as follows: Interventions aimed at the progress of all students (first level). These interventions are deeper and are used for students who are at risk of academic failure (second level) and then more intensive. It is suitable for students for whom second-level interventions are not enough (third level). The level of progress of these students is tracked and finally, students who have special learning needs and should be examined with diagnostic methods beyond the usual psychological tests are identified (Shojaei and Rostami, 2016).
Therefore, considering the existence of many psychological problems such as behavioral problems, alexia, school connection, and emotional regulation in children with specific learning disabilities, in the present study, the results of research that has been conducted in the field of social-emotional learning approach are examined. By analyzing and combining the results of this research, we can design a framework and an intervention program based on a qualitative study of the research synthesis type. The findings of the present research lead to the expansion and adjustment of the views related to the social-emotional learning approach and specific learning disabilities, and it is a training package for educational psychologists and therapists of specific learning disabilities. Therefore, the main question of this research is raised as follows: What are the components of the social-emotional learning program for students with specific learning disabilities?

Methodology

This qualitative study employed a meta-combination synthesis approach to gather data on socio-emotional learning and specific learning disabilities. Information was collected from various library resources and databases such as ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, and Irandoc spanning from 1990 to 2021. Theoretical bases and key concepts were extracted, analyzed, and classified to form the foundation of the study.

Results

Through the application of research synthesis methodology and the categorization of data from 14 internal and external sources selected based on their alignment with the research's title, purpose, questions, and methodology, this study has identified 16 subcategories and 8 primary articles. The examination of these sources reveals a notable focus by researchers on the educational framework of social-emotional learning that corresponds with the principles and strategies of social-emotional learning. Consequently, an initiative was taken to construct a comprehensive package by integrating elements such as self-awareness, emotional recognition, regulation strategies, empathy narratives, problem-solving skills, stress-coping mechanisms, decision-making processes, and SMART goal-setting. This holistic approach facilitates a thorough exploration of each foundational aspect of social-emotional learning.

Discussion

 The findings of this study shed light on the crucial role of social and emotional learning training for individuals with special learning disorders, advocating for the integration of such interventions by therapists alongside other treatments. This approach not only fosters social integration and enhances interpersonal relationships among peers but also empowers individuals to gain self-awareness, facilitating improved interactions with peers, teachers, family, and society. The research identified limitations related to emotional expression and regulation influenced by educational and cultural factors, as well as interpersonal and social challenges. Future qualitative research could benefit from incorporating the key concepts derived from this study and exploring their application among the parents of these children. Given the robust theoretical and empirical foundation of the educational package designed for students with special learning disabilities, it stands as a valuable tool to support this demographic.

Keywords

• Response to Intervention Program of Third Type of Social-Emotional Learning
• Behavioral Problems
• Alexithymia
• School Bounding
• Emotional Regulation