Which group of exceptionalities requires focused instruction in social skills?

The group of exceptionalities that requires focused instruction in social skills is students with autism and emotional disabilities.

Students with autism often exhibit challenges in social communication and interaction. They may struggle to understand social cues, recognize emotions in others, or engage in reciprocal conversations. As a result, specific instruction tailored to improve their social skills, such as making eye contact, initiating conversations, and understanding social norms, is crucial for their development and integration within peer groups.

Similarly, students with emotional disabilities may experience difficulties in forming and maintaining relationships due to their emotional regulation challenges. Focused instruction can help these students develop appropriate social interactions, manage their emotions in social settings, and respond to their peers' behaviors more effectively. This improvement in social skills can significantly enhance their ability to function socially and academically.

While other groups, such as students with ADHD, may also need support in developing social skills due to impulsivity or hyperactivity, the specific focus of intervention for students with autism and emotional disabilities is more critical and centered around their unique needs. In contrast, intellectually gifted students and students with physical impairments typically do not require the same level of targeted social skills instruction as those with autism and emotional disabilities.