The purpose was to compare the cognitive profiles of dyslexia, dyscalculia and normal students based on the components of the Tehran-Stanford-Binet Intelligence Scale. The present study was causal-comparative. The statistical population of this study included all dyslexia, dyscalculia and normal students studying in the third to fifth grades of primary schools in Tehran in the academic year 2021-2022. The research sample included 23 dyslexia (13 boys, 10 girls), 25 dyscalculia (14 boys, 11 girls), and 30 normal students (15 girls, 15 boys). In order to diagnose dyslexia and dyscalculia, in addition to the diagnosis of learning disability centers, were used Iran Key-Math Diagnostic Test (IKMDT) and the Dyslexia Test (NEMA), the Tehran- Stanford-Binet Intelligence Test (SBIT). The research findings were analyzed using SPSS₂₁ multivariate analysis of variance. There was a significant difference between the normal group and the groups with disabilities in the components of the intelligence test (p<0.01). However, there was no significant difference between dyslexia and dyscalculia students in the components of the Stanford-Binet intelligence test (p>0.05). The results shows that only based on the comparison and use of the scores of the components of intelligence tests, it is not possible to separate the dyslexia and dyscalculia simply. It is suggested that in order to accurately diagnose and separate these two groups, and the use of multiple diagnostic criteria, including the use of tests and experts' diagnosis, can lead to More accurate diagnosis of these two disorders.