A Comparison of The Intelligence Profile and Social Skills in Students With and Without Dyscalculia

 The aim of the present study was to compare the intelligence profile and social skills between students with mathematic learning disabilities and their normal peers. The research is a causal-comparative one. The target population consisted of all second and third grade students with mathematic learning disabilities as well as their normal peers in Ahar, a city in East Azarbaijan-Iran. A sample consisting of 50 students with mathematic learning disabilities and 50 normal students was selected randomly. To collect data, Wechsler Intelligence Scale for Children- Revised (WISC-R) and Matson Evaluation of Social with Youngsters were used. Multivariate analysis of variance (MANOVA) and independent group t-test were used to analyze the data. 1-In general intelligence, a statistically significant difference between students with mathematic disabilities and their normal peers was not found. 2- In practical nonverbal intelligence, a statistically significant difference between students with mathematic disabilities and their normal peers was not found after examining the mean of aligned scores in the two aforementioned groups (p</em><0.001). 3-In verbal intelligence, a statistically significant difference between students with mathematic disabilities and their normal peers was not found. 4- In social skills, a statistically significant difference between students with mathematic disabilities and their normal peers was not found after inspecting the mean of social skills components in all components except the egotism (p<0.001). The findings suggest that students with mathematic learning disabilities are weaker in some aspects of social and cognition skills including most indicators of social and non-lingual skills. It is suggested that special curriculum should be designed for such students to compensate for such weaknesses.