Many students with learning disabilities have impaired emotional regulation, which is increasingly being recognized as a core feature of learning disabilities. The functional model of emotional information processing is supposed to be a useful tool to use when observing, explaining, and anticipating a human being while responding to emotional scenarios. It is a promising model for supporting the social emotional competence of students with learning disabilities. While research into this model is still in its infancy, it has borrowed much of its theoretical base from Crick and Dodge's SIP model and from Mayer and Salovey's EI capability. It is useful for improving the social emotional competence of students with learning disabilities. This study explores whether the Emotional Information Processing Model Intervention (EIP) has positive effects on social emotional competence in Students with learning disabilities. 12 students who suffer from learning disabilities in the primary stage were selected, they were diagnosed using selection criteria for learning disabilities and they were suffering from social emotional problems. The effects of training using the Cassady and Justin functional emotional information processing model on the social emotional competence of students with learning disabilities were evaluated using the Mann-Whitney U test, Wilcoxon's site rating test, and Z Value. The results of this study indicated the effectiveness of the emotional information processing (EIP) intervention model used in increasing the social emotional competence of students with learning disabilities.