ABSTRACT
Children with learning disabilities (LD) have been shown in many research studies to have difficulties with social relationships and social interaction, to have a low academic self-concept, and to have a variety of emotional difficulties (see Greenham, 1999; Morrison & Cosden, 1997 for recent reviews of this literature). The presence of these difficulties has been well-documented, and is generally acknowledged as an issue of concern that needs to be addressed by researchers, teachers, and other practitioners. The problem is that there is less agreement about the factors that contribute to these social and emotional difficulties.
