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Learning disabilities have been primarily identified as academic disabilities. Yet, many researchers and educators see that learning disabilities have effects that go beyond the academic fields. To direct attention to such effects and dimensions that revolves around the problems of social skills of the pupils 'with learning disabilities. It is not sufficient, therefore, to deal with academic disabilities in isolation from their social and emotional effects. Social skills are, indeed, one of the essential basics for social reaction needed for daily success in real life. Many studies agree that students with learning disabilities lack social sense and acceptable social skills. Those pupils also tend to withdraw from the social situations due to being unable to socially interact positively. Researchers render such lack in social skills to the pupils' inability to understand the Indications, significances and the social standards used in the cultural frame they live in. in addition, they are less able to communicate with others and accept their prints of view and express their own different viewpoints in an acceptable way. They are also unable to socially participate with their peers and are Unable to understand the first stimulus of and lack the social and the emotional sense of the others and sympathizing with them. Despite the progress achieved in the field of learning disabilities, many of the issues and problems still need to be studied. These include the social skills problems of those students. It is taken for granted that those students need more training programmers to develop such skills. This will lead to enhancing their being accepted by their peers and teachers, and will increase their social reaction with the others. And, in its turn, this will be reflected on their educational achievement The present study aims at investigating the effect of a programme based on educational activities in developing the social skills of the students with learning disabilities, and how this helps them to react with their peers and the society around them and what extent in such program to develop the two scales of expressing positive and negative feeling for Pupils with learning disabilities. The theoretical study has shown the increase in the information and the facts and the correcting of some of those students misconceptions. In addition to focusing on those students, the study tried to stretch a hand to them. The importance of the application of the study lies in the designing of a programme that employs the various educational activities in addition to making use of some of the techniques that help develop the social skills of those students. The designing of various educational activities programme (physical, artistic, cultural, social) in addition to making use of some techniques such as enhancement, modeling, imitation, role playing, emphatic training) which help in developing the social skills of the pupils with learning disabilities so that they will become more interactive with the others. 48 pupils with learning disabilities were chosen as samples for the study. Their ages ranged between 9 to 11 years. Two other groups, one experimental, the other adjusting, were also employed in the study. The study reached the results that there are statistically indicative differences in the average of the pre and post tests of the experimental group in favor of the post test.
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