Assessing Teachers’ Needs for a Social-Emotional Learning Module for Children with Learning Disabilities

Abstract

This study investigated the challenges faced by special education teachers in implementing social-emotional learning (SEL) for children with learning disabilities, their perceived needs, and preferred features for an SEL module. A cross-sectional quantitative design was employed, involving 47 special education teachers from government schools in Bangi, Selangor. Data were collected using a structured questionnaire adapted from previous research, comprising five sections, Section A: Demographic Information, Section B: Implementation Challenges, Section C: Teachers’ Needs, Section D: Module Features, and Section E: Module Content. Descriptive statistics, including mean and standard deviation, were used to analyse the quantitative data, while qualitative responses to open-ended questions were thematically analysed. Findings revealed that teachers experienced moderate to low challenges in implementing SEL (M = 2.43, SD = 0.91), particularly in integrating SEL into lesson plans, selecting appropriate teaching methods, and creating effective learning environments. Teachers expressed a high need for a structured SEL module (M = 3.59, SD = 0.52) that includes detailed lesson plans, step-by-step implementation guidelines, suggested activities, worksheets, checklists, and suitable teaching methods and techniques. Thematic analysis of qualitative responses identified five key areas for module content, recognising own emotions, recognising others’ emotions, engaging in appropriate play, understanding gender-appropriate friendship boundaries, and expressing emotions in socially acceptable ways. The study highlights the importance of developing a practical, structured, and developmentally appropriate SEL module tailored to the needs of children with learning disabilities. Such a module could enhance teachers’ instructional capacity, improve children’s social-emotional competence, reduce behavioural difficulties, and increase engagement in teaching and learning activities. The findings provide evidence-based guidance for policymakers and curriculum developers seeking to implement effective SEL practices in special education contexts.