Student–teacher relationship quality in students with learning disabilities and special educational needs.

Despite the clear importance of the student-teacher relationship, few studies have focused on children with special education needs (SEN) and learning disabilities (LD). The purpose of this study was to examine the quality of the student-teacher relationship and its effects on the behavior, work, and social and relational skills of students with any type of SEN and LD. The sample consisted of 320 children-55 with LD, 46 with SEN, and 219 in the control group and 40 teachers. The chi-square test showed that students with SEN were more disliked in the peer group. MANCOVAs controlling for student age revealed that the presence of SEN in students did not affect perceptions of the teacher-student relationship, but did affect emotional and hyperactive symptomatology and academic performance. Students with LD showed higher levels of emotional and hyperactive symptomatology compared to typically developing students. In addition, students with SEN showed higher levels of hyperactivity symptomatology compared to students with typical development. Students with typical development showed better academic performance in humanity and science compared to students with SEN, and better performance in science subjects than students with LD. Students with LD showed better academic performance in intellectual subjects compared to students with SEN. [ABSTRACT FROM AUTHOR]