ABSTRACT

This study investigates the relationship between instructional interactions and the social- emotional competencies of inclusive educators working with children with learning difficulties. Using a sample of 147 inclusive educators, the study reveals critical interrelationships between dimensions of teaching practices and social-emotional abilities, depending on inter-correlation analysis. The findings emphasize the crucial role of cooperative learning, classroom discussions, and self-assessment in creating effective teaching techniques, as well as the significance of social-emotional competences such as self- awareness and relationship skills. The current study emphasizes the importance of equipping instructors to handle the problems faced by children with learning disabilities through improved teaching strategies and emotional intelligence. Keywords: Instructional Interactions, Social-Emotional Competencies, Inclusive Education, Learning Disabilities
Publication date: 01/06/2025

https://ijbpas.com/pdf/2025/June/MS_IJBPAS_2025_9153.pdf

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https://doi.org/10.31032/IJBPAS/2025/14.6.9153