Volume 6 -                   MEJDS (2016) 6: 137 | Back to browse issues page

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Danesh M, Abdi R. A Comparison of The Intelligence Profile and Social Skills in Students With and Without Dyscalculia. MEJDS. 2016; 6 :137-145
URL: http://jdisabilstud.ir/article-1-436-en.html
1- M.A Islamic Azad Univercity, Urmia Branch;
2- PhD Azarbaijan Shahid Madani University
Abstract:   (6704 Views)
Objective: 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.
Methods: 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.
Results: 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<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).
Conclusion: 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.
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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2014/11/12 | Accepted: 2014/12/24

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