ACADEMIC AND SOCIAL SKILLS AMONG STUDENTS WITH LEARNING DISABILITIES

Abstract

Students with learning disabilities (LDs) often experience difficulties not only in academic performance but also in social adjustment and interaction. These challenges impact their overall educational experience and long-term development. This paper examines the relationship between academic and social skills among students with learning disabilities, highlighting the factors influencing their performance, interpersonal relationships, and classroom participation. Using a review of related literature, the study discusses the interplay between cognitive limitations, emotional regulation, and peer relationships in shaping student outcomes. Findings from various studies suggest that academic success and social competence are mutually reinforcing; students who receive targeted interventions in both areas exhibit higher self-esteem, better classroom engagement, and improved academic results. The study underscores the importance of comprehensive educational programs that integrate academic instruction with social-emotional learning for students with learning disabilities.