SOCIAL AND EMOTIONAL CHALLENGES EXPERIENCED BY CHILDREN WITH DISABILITIES AND THEIR IMPLICATIONS FOR INCLUSIVE EDUCATION

Abstract

Children with disabilities face difficulties in social and emotional skills that impact their learning, participation, and overall development. Inclusive education aims to report these challenges by ensuring equal access, participation, and equity in schools. This review-based article examines the social and emotional barriers faced by children with disabilities such as stigma, bullying, isolation, low self-esteem, and limited peer interaction and their implications for inclusive education. It further explores teacher preparedness, peer support, and school climate as critical enablers for overcoming these challenges. Drawing upon more than 35 scholarly sources, this paper highlights the necessity of a holistic approach combining pedagogical innovations, socio-emotional learning (SEL), teacher training, and policy reforms. The study concludes that while inclusive education provides opportunities for empowerment, its effectiveness relies on addressing social and emotional challenges through collaboration among educators, families, peers, and policymaker, stakeholders.