Deepa Sikand Kauts, Moomin Ahmad Rather and Sukhmanpreet Kaur
Guru Nanak Dev University, Amritsar
Pages:411-423
Learning disabilities impair comprehension and communication, highlighting the need
to understand learning-disabled students’ personality traits and social skills. This study
examines differences in personality traits and social skills between learning-disabled
and non-learning-disabled students and explores the relationship between these
variables. A descriptive research design was employed with a sample of 200 students
(100 learning-disabled, 100 non-learning-disabled) selected randomly from schools.
Standardized tools, including the Diagnostic Test of Learning Disability, Eysenck
Personality Questionnaire, and Social Skills Rating Scale, assessed personality
dimensions (psychoticism, neuroticism, extroversion, and lie score) and social skills.
Data were analyzed using t-tests and Pearson’s correlation. Results: Learning-disabled
students differed significantly from non-learning-disabled peers in personality traits:
psychoticism (t = 4.111, p < 0.05), neuroticism (t = 6.704, p < 0.05), extroversion (t =
3.222, p < 0.05), and lie score (t = 3.222, p < 0.05). Non-learning-disabled students
exhibited higher social skills (t = 15.149, p < 0.05). Correlation analysis showed varied
relationships: psychoticism, extroversion, and lie score had weak negative correlations,
while neuroticism had a moderate positive correlation with social skills. The study
underscores significant disparities in personality and social skills, advocating targeted
interventions to foster learning-disabled students’ development and supporting inclusive
education