Exploring Social Skill Deficits in Children with Learning Disabilities
Abstract
: Learning disabilities affect not only academic performance but also children's social, emotional, and behavioural functioning. Difficulties in communication, cooperation, peer interaction, self-control, and classroom participation can hinder overall development and reduce academic success. The present study aimed to explore social skill deficits among children with learning disabilities using a standardized teacher-rating scale. A quantitative descriptive cross-sectional research design was adopted, involving 200 school-going children with diagnosed learning disabilities selected from educational institutions. Data were collected using a demographic information form and the Social Skills Improvement System (SSIS) Teacher Rating Scale. Descriptive and inferential statistical techniques were used to examine overall social skills, domain-wise performance, demographic differences, and the relationships between social skills, problem behaviours, and academic competence. The findings indicated that a large proportion of children demonstrated below-average social skills, particularly in engagement, self-control, and cooperation. Social skill deficits were also associated with increased problem behaviours and reduced academic competence. These findings highlight the importance of incorporating structured social-skills interventions alongside academic support to promote holistic development among children with learning disabilities. Early identification and school-based intervention programmes may significantly improve children's educational experiences, peer relationships, and psychosocial wellbeing.