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1.
ABSTRACT

Learning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware of the consequences of the emotional impact of such learning disabilities. The following is a comprehensive review of over 100 journal articles investigating the emotional consequences of developmental dyslexia. Articles published between 1980 and 2018 were found using keywords “dyslexia” and “emotion” or “internalizing behaviour”, “externalizing behaviour”, “depression” or “anxiety”. This review provides an overview of the literature investigating the emotional consequences of developmental dyslexia and suggestions to avoid or at least minimize these consequences on the individual, their family and society are provided.  相似文献   

2.
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.  相似文献   

3.
While increasing attention is being paid to the influence of specialist and traditional school settings on the emotional well‐being and self‐esteem of children with dyslexia, there appears to be a need for more attention to how different educational settings may impact adulthood. To respond to this gap, this study by assistant professors Blace A. Nalavany and Lena W. Carawan, and graduate student Lashaunda J. Brown, all at East Carolina University, explores how the role of traditional and specialist school settings may have long‐term effects in adulthood. The findings reveal that educational experiences have a compelling impact on the emotional health and self‐esteem of adults with dyslexia. Implications reveal that there are important lessons to learn from specialist schools that can benefit traditional school settings.  相似文献   

4.
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5.
The purpose of this report is to share the experiences and concerns of a group of parents of children with learning disabilities. Parents of eight different families were interviewed in depth, and seven themes emerged from the interviews. Parents discussed their involvement in their child's education, and their positive and negative experiences with school personnel as well as with seeking other sources of support. They expressed concerns about the social isolation and future well-being of their children with learning disabilities. They indicated many emotional strains from parenting children with learning disabilities, and that there are both positive and negative effects on the families. Implications for further research and practice are discussed.  相似文献   

6.
INTRODUCTION: This study used quality of life and resilience as theoretical frameworks for evaluating predictors of outcomes for adults who received foster care services alumni of foster care and were diagnosed with a physical or psychiatric disability while in foster care. METHOD: First, outcomes for foster care alumni with and without physical and psychiatric disabilities (N=1,087) were compared according to quality of life variables. Second, using only participants with disabilities (N=578), stepwise regression analyses were performed to determine whether risk and protective factors were associated with specific outcomes. RESULTS: Alumni with disabilities had significantly lower economic (p=.020) and health (p=.001) outcomes; and reported lower educational attainment (p=.002), more difficulty paying monthly bills (p=.026), more psychiatric diagnoses (p=.006), lower self-esteem (p=.013), and worse physical health (p=.001) than those without disabilities. For alumni with disabilities, receiving special education services and experiencing sexual abuse while in foster care were significant risk factors for poor self-esteem; conversely, receiving services and resources that prepared foster care alumni for leaving foster care (e.g., protective factors) predicted better outcomes. CONCLUSIONS: By expanding the quality of life outcomes analyses to investigate the impact of risk and protective factors on outcomes of foster care alumni with disabilities, this study fills a gap in the literature by assessing outcome differences within the foster-care population. The study found protective factors were associated with more educational attainment and higher self-esteem in adulthood. Conversely, those who received special education services and experienced sexual abuse while in foster care may be at the greatest risk of poor self-esteem and therefore, could benefit from services that enhance self-esteem.  相似文献   

7.
The assumption that specific learning disabilities are not causally related to emotional disturbances is crucial for the cognitive research approaches that endeavor to isolate specific malfunctioning cognitive-computational processes. Because there are conflicting data regarding the emotional status of subjects with learning difficulties, the purpose of this study was the evaluation of the emotional status of subjects with specific learning difficulties in comparison with that of subjects from several relevant control groups. The HSCL-90 profiles of 38 subjects suffering developmental dyslexia, 28 subjects with subjective complaints regarding general concentration and reading comprehension difficulties, and 23 psychiatric patients were compared with those of 44 skilled readers without any known emotional difficulties. All subjects were adolescents and young adults (age range = 15 to 23). A cluster analysis of subjects' HSCL-90 profiles did not reveal any significant differences between subjects with dyslexia and control subjects. Both groups, on the other hand, were easily differentiated from psychiatric patients. Subjects with severe deficits in their ability to remember details of a text, and with subjective complaints regarding concentration difficulties, tended to generate emotional profiles that testify to a high level of anxiety. Although these subjects, as well as individuals with dyslexia, may be regarded at the functional level as inefficient readers, the two groups seem to clearly differ regarding the failure factors that underlie their phenotypic difficulties.  相似文献   

8.
Self-concept and self-esteem in two groups of dyslexic children (mainstream placement and SpLD unit placement, total N=63) were examined. Interviews and a questionnaire (the SDQ-1) were utilised, giving a mix of qualitative and quantitative data. Where appropriate, a control group of 57 children without learning difficulties was assimilated into the research design. The main findings were that the presence of dyslexia produced marked effects on the self-concept and self-esteem of children, although this was more apparent in the participants attending mainstream schools than those in SpLD units. The qualitative data revealed that children with dyslexia felt isolated and excluded in their schools, and that, typically, up to half were regularly teased or bullied. The findings were related to self-concept and self-esteem theory, and current educational practice. The limitations in terms of research design and analysis were also noted.  相似文献   

9.
There is a general acceptance that inclusion is morally and ethically the most appropriate form of education. However, more research needs to focus on how best to accommodate and support the educational needs of all students, including those with physical disabilities. Listening to young people with physical disabilities talk about their educational experiences is one way to do this. The aim of this research was to investigate the life stories of a small number of young people with physical disabilities, in particular focusing on their educational experiences. Nine young people, between the ages of 10 and 13 years, who used a manual or powered wheelchair and had the cognitive ability to participate in a series of biographical interviews, were recruited. They collaborated in the writing of their life stories. One theme identified in the analysis of these life stories was their educational experiences. The results highlight that the participants held mixed views about their education. The four who attended a segregated special school were generally positive about their experiences. Participants who had attended a mainstream school talked about positive and negative experiences. Individual and differing perspectives on friendships and the ethos of their school were noted. It is suggested that young people with physical disabilities need to be considered as individuals and that if schools are to achieve the goal of inclusion they need to develop ways to accommodate each individual's needs.  相似文献   

10.
Abstract

Fifty seven mothers of children aged 6 to 12 with dyslexia or other learning disabilities were randomly allocated to a group coping skills program (n = 32) or a wait‐list control group (n = 25). Parents completed pre‐ and post‐intervention measures of parenting competence, stress, coping skills, and child behaviour/emotional problems. Prior to the program mothers reported high stress levels associated with child and school factors. After the program significant reductions were found for stress, isolation, self‐blame, and greater emotional closeness (attachment) to the child was reported. Significant reductions in child behaviour problems (externalizing behaviours) and moodiness were also found. Child internalizing behaviours remained high with nearly half the parents reporting child emotional problems (withdrawn, somatic complaints, anxiety/depression). Future interventions with families and schools are recommended to prevent children with learning disabilities and their parents experiencing high levels of emotional distress.  相似文献   

11.
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted  相似文献   

12.
《Teachers and Teaching》2013,19(2):215-228

This was an exploratory study involving four students with disabilities who were enrolled in a 1-year post-graduate teacher education programme. The purpose of the research was to determine if and how a disability and previous school and life experiences influence early teaching practice. Three phases of data collection using mixed qualitative methods were used in this study. There were five findings: the participants generally had negative elementary and secondary school experiences, the families of the subjects were important in terms of supporting or not supporting educational activities, the students had accepted their disabilities, they possessed specific character traits that contributed to their success, and the participants did not replicate the teaching methods to which they had been exposed.  相似文献   

13.
The area of adult learning disabilities is reviewed from a neurobiological and neuropsychological perspective. The seminal contributions of Galaburda's neuroanatomic studies, Duffy's neurophysiologic findings, and recent magnetic resonance imaging studies have illustrated various possible pathophysiologic bases in dyslexia and are reviewed along with other neurobehavioral disorders that may coexist with learning disorders. Neuropsychological assessment methods in evaluating learning disabilities are reviewed and test results in a case of traumatically induced dyslexia are compared to those obtained in three adults with residual developmental dyslexia. The problems associated with treatment of adult learning disorders are discussed in the context of brain plasticity and recovery of function from the perspective of a brain-injury model. Lastly, the basis common to neurologic factors subserving learning disability and emotional dysfunction is explored.  相似文献   

14.
In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc.  相似文献   

15.
Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual campus. Sixteen college students with documented learning disabilities were observed and interviewed while completing eight tasks in a virtual campus environment. Tasks were chosen from those typically performed by college students and included such items as locating the email address of an instructor, locating a journal article in the library’s online database, and identifying the textbook for a course on the bookstore webpage. Findings indicate that these participants were both successful and not successful in task completion within the virtual campus. Factors that impacted performance included features of the virtual campus and participants’ implementation of cognitive and behavioral strategies.  相似文献   

16.
This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties.  相似文献   

17.
The transition to adulthood poses one of the most complex challenges for young people with intellectual disabilities. In order to conduct a wide-reaching and in-depth study of this process, we need to know the views of these young people themselves and their families. This article presents research designed to collect the experiences and perceptions of young people with disabilities and their families regarding perceived problems and support in their transition to adulthood in Spain. A qualitative case study method was used to achieve this. Data were collected in three stages on the following topics: educational pathway (primary and secondary school), social support networks and free time, and construction of a personal plan for the future (labour market inclusion and independent living). Various different instruments were used, including interviews, focus groups and visual methods. As for the results, the young people who participated in the study experienced difficulties with both successfully completing secondary education and continuing their education. The families in our study were not very satisfied with the guidance received from professionals upon finishing secondary school. They also complained about the lack of training options available to young people with disabilities. The participants expressed certain fears regarding social inclusion and labour market integration. They are aware that they will need help, and have doubts about whether they will receive the necessary support to progress with their plans for labour market integration and independent living. As a result of the study, we propose several recommendations to improve opportunities for the social inclusion of young people with disabilities in their transition to adulthood.  相似文献   

18.
Eighty-seven children with learning disabilities, aged 9 through 11 years 11 months, completed measures of self-esteem, academic self-concept, and self-perception of their learning disability. The Self-Perception of Learning Disability (SPLD) instrument measures the extent to which children with learning disabilities perceive their disability as (a) delimited rather than global, (b) modifiable rather than permanently limiting, and (c) not stigmatizing. It was hypothesized that self-perception of one's learning disability would be related positively to both academic self-concept and self-esteem, and that each of these relationships would remain significant when controlling for sex, ethnicity, age, reading and math achievement, self-contained versus mainstreamed classroom setting, and age at diagnosis. Correlations and multiple regression analyses confirmed these hypotheses. Results were discussed in terms of helping children to develop less negative self-perceptions of their disabilities.  相似文献   

19.
The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings (N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired reading.  相似文献   

20.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献   

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