ISSN: 2226-6348
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Social Learning Theory, developed by Albert Bandura (1977), is one of the most influential theories in understanding how individuals acquire knowledge, skills, and behaviours through social interaction and observation. This review article aims to examine the principles of Social Learning Theory and its application in teaching strategies for students with special educational needs. The review synthesizes findings from previous studies focusing on five core concepts of the theory: observational learning, modelling, imitation, reinforcement, and self-efficacy. The analysis explores how these principles contribute to inclusive education, social competence, behavioural development, academic participation, family involvement, and teacher effectiveness among students with special educational needs. Findings from previous studies indicate that Social Learning Theory provides a valuable framework for supporting inclusive education and promoting positive social, behavioural, and academic outcomes among students with disabilities. Various instructional approaches, including parent-mediated learning, peer modelling, video modelling, positive behaviour support, and self-efficacy enhancement, have been shown to improve communication skills, adaptive behaviours, social interaction, and learning outcomes. The review also highlights the important roles of family involvement and teacher effectiveness in facilitating successful educational experiences for students with special educational needs. Despite its strengths, several limitations were identified, including implementation challenges, resource constraints, and the need to consider cognitive and neurological factors influencing learning. Overall, the findings suggest that Social Learning Theory remains highly relevant in special education and provides a strong foundation for developing effective, inclusive, and evidence-based teaching practices.
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