Objectives: Emotional intelligence skills begin at home, and with positive interactions with parents and other children. Parents can help children recognize their emotions, name them, and learn how to respect their feelings and adapt to social situations. The aim of the present study was to investigate the effectiveness of emotional intelligence training on the communication skills of students with intellectual disabilities.

Methods: This study was quasi-experimental, with a pre-test, post-test design and a control group. The sample consisted of 32 educable students with intellectual disabilities (14-18 years old).

Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control groups (P<0.05), and that the scores for communication skills were increased, both post-test and also in the experimental group follow-up (P<0.05).

Discussion: Emotional intelligence training enhanced the communication skills of students with intellectual disabilities. Teachers, professionals, and clinicians could use these training in their practices.