Learning Disabilities: the Impact of Social Interaction on Educational Outcomes for Learners with Emotional and Behavioral Disabilities

he article pursues literature research on the vital question: to what extent does explicit verbal persuasion, consistently provided by a special education teacher, increase the self-efficacy of students with specific learning disabilities receiving testing accommodations in general education classes? The theoretical framework seeks to highlight the motivational factor of verbal persuasion and its effect on the self-efficacy of students with specific learning disabilities. Additionally, this framework seeks to address the influence of self-regulatory learning on self-efficacy. Finally, recommendations are offered for classroom implementation.