Early Interventions And Their Impact On Social Skills And Academic Performance In Children With Specific Learning Disabilities.

Abstract

The purpose of this study was to evaluate the impact of early interventions on the social and core academic abilities of children with Specific Learning Disabilities (SLD). A total of 200 children participated in the study, evenly divided into experimental and control groups. Efforts were made to improve both social and academic skills through targeted techniques. Children in the experimental group showed significant improvements, increasing from 0% at the pretest to 89% by the ninth month. Similarly, 49% of the children attained good academic achievement by the end of the study, moving from the low to the good achievement category. Both academic and social outcomes were minimally improved in the control group. Children with SLD need early, structured interventions to enhance their social competence as well as their academic performance. Study findings highlight the complexity of social and academic skills in children with learning disabilities, emphasizing the need to address both areas in educational interventions.