The Importance of Social Support, Self-Concept and Motivation of Students with Specific Learning Disabilities in Inclusive Education

The results of this study indicate that the MMPI-2 appears to be an instrument that can provide useful information to professionals working with adults demonstrating specific learning disabilities. In addition, the results documented that the MMPI-2 personality profile of individuals with learning disabilities significantly differ from the normative population or normally-achieving college students. The population with learning disabilities demonstrated profiles indicative of individuals under extreme short and long term stress. Feelings of social isolation, poor self-concept, self-doubt and extreme restlessness were also characteristic of this population.

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The promise of equal education not kept: Specific learning disabilities – The invisible disability

African Journal of Disability ◽

10.4102/ajod.v9i0.647 ◽

2020 ◽

Vol 9 ◽

Author(s):

Melanie A. Gow ◽

Yvonne Mostert ◽

Lorna Dreyer

Keyword(s):

Higher Education ◽

Learning Disabilities ◽

Inclusive Education ◽

Undergraduate Students ◽

Critical Appraisal ◽

Education Institution ◽

Target Population ◽

Specific Learning Disabilities ◽

Structured Interviews ◽

Specific Learning

Background: This research is part of a larger project on the exploration of inequalities in South African higher education. This current study focussed on the implementation of policies to eradicate inequalities in an inclusive education system.Objectives: This article aimed to establish the implementation of policy by researching the lived experiences of students with specific learning disabilities (SLDs) studying in the university.Method: A qualitative, systematic review was employed as the research methodology. Original peer-reviewed qualitative studies published between 1994 and 2017 were systematically reviewed. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to ensure rigorous reviews. The Critical Appraisal Skills Programme (CASP) was used to guide the process of critical appraisal of the selected articles which resulted in a total of 10 articles being selected for reviewing. The target population of this research comprised undergraduate students diagnosed with SLD. Semi-structured interviews were the main data collection tools used in the studies that were reviewed. Data from the selected articles were extracted and synthesised.Results: The dominant themes that emerged from the review were: (1) fear of stigmatisation; (2) gaps in policy implementation; (3) experiences vary across departments; and (4) self-determination and family support as success factors.Conclusion: An important aspect in the transformation of higher education institution is to ensure the closing of the disjuncture between policy and implementation in support of students with SLD.

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“It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities

Psychology in the Schools ◽

10.1002/pits.22643 ◽

2022 ◽

Author(s):

Stuart Woodcock ◽

Sandy Nicoll

Keyword(s):

Learning Disabilities ◽

Inclusive Education ◽

Specific Learning Disabilities ◽

Teachers Beliefs ◽

Specific Learning

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PECULIARITIES OF THE SELF-CONCEPT IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Proceedings of CBU in Social Sciences ◽

10.12955/pss.v2.209 ◽

2021 ◽

Vol 2 ◽

pp. 112-118

Author(s):

Maya Fyodorova-Radicheva

Keyword(s):

Learning Disabilities ◽

Specific Learning Disabilities ◽

The Self ◽

Self Concept ◽

Integrated Education ◽

History Of ◽

Characteristic Features ◽

Additional Support ◽

Real Self ◽

Specific Learning

Specific learning disabilities (SLD) in adolescence are a key area for the successful application of the principles of integrated education. However, there are not many studies on the topic, which is a key indicator of the relevance of this study. The study presented in this article aims to detect and analyze the presence of characteristic features in the concept of self in students with SLD in middle school age (from 10 to 16 years of age). In order to establish characteristic features and peculiarities, an adapted version of the Q-sorting methodology was used. This method includes sorting cards with 14 polar personal traits, selected for their accessibility and distinctness for students with SLD. A total of 32 students in secondary schools in the municipality of Plovdiv were studied. 16 of them without a history of disabilities, and the remaining 16 have already been diagnosed with SLD, for which they receive special additional support in the schools where they study. The results show the presence of distinctive and specific differences in some aspects of the self-concept. The most significant differences are in the appraisal of the qualities "Capable", "Clever" and "Silly". The first two qualities are assessed by the students with SLD as less relevant to their real-self, and the third is assessed as much more relevant to their own self-image, in contrast to their classmates without disabilities. This assessment does not show gender or age specifics.

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