This article provides a context for this special issue devoted to the social-emotional side of learning disabilities (LD). The impact LD definitions have on policy and practice, the prevalence of social-emotional deficits among youth with LD, relevant social-emotional terms, and the rationale for teaching social-emotional skills are discussed. Finally, the articles comprising this special issue are introduced.
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Elksnin et al. (2004) studied this question.
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