The present study aims at identifying the relationship between social competence and the level of emotional intelligence among teachers of resource rooms for learning disabilities in Amman. The study population consisted of various educational directorates within the capital Amman governorate. They were 212 teachers – 31 males and 181 females. The sample of the study consisted of randomly chosen 60 teachers – 15 males and 45 females. They were tested first with Bar-On Model of Social and Emotional Intelligence, which is a sixty-paragraph self-assessment scale consisting of six aspects: social competence, personal competence, adaptability, stress management, general mood and positive impression. A researcher-designed social competence scale was also employed for teachers of resource rooms with learning disabilities in regular schools, which consisted of six aspects of social skills: expression of emotions, non-verbal communication, conversation, friendship, listening and participation. It has been found that there is a statistically significant positive relationship between the level of emotional intelligence and social competence in the sample of the study. In addition, there is a statistically significant relationship between the level of emotional intelligence and social competence among members of the sample due to the sex variable in favour of females.

Dyslexia is traditionally regarded as a disability which has an impact on the learning process of reading, spelling and writing. This study attempts to explore the character strengths, flourishing, resilience, and perceptions of professional success and satisfaction of 477 Greek adults. The sample consisted of 30 adults with an official diagnosis of dyslexia, 103 adults who scored above the threshold limit in the Dyslexia Checklist, and 344 adults who did not report any leaning difficulty. The following instruments were employed in the study: the Brief Resilience Scale, the Flourishing Scale, and subscales of the Values in Action Inventory of Strengths 120 (creativity, perseverance, social intelligence and teamwork). The results show that the dyslexic group scored higher in creativity and teamwork in comparison to the control group. No statistical differences were observed in professional success and satisfaction between the groups. Level of education seems to correlate with creativity. The prediction models showed a negative correlation of social intelligence with suspected dyslexia and a very low prediction of flourishing and resilience on the basis of dyslexia status. Positive traits of dyslexia are worth further study. Identifying strengths among people with dyslexia might be helpful for implementing new educational interventions and strategies.