A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts (Educational Psychology) in the Department of Psychology at the University of ZuIu/and, 2004. / Social skills are a well-researched topic, and skills programmes have been used extensively to improve the social and emotional problems encountered by learners with learning disabilities. They are often the therapies of choice for learners who suffer from poor self-concept and poor social skills. Meta-analyses of recent social skills outcome studies have indicated that the amount of change effected by social skills programmes was minimal, and that rarely does it reach the level of effecting clinically significant change. In the light of these contradictory statements, the aim of this study is to establish whether the current social skills programme succeeds in improving the self-concept of learners with learning disabilities at a school for learners with special educational needs. The results of the study indicated that this social skills programme does not improve the global self-concept of learners.