In order to examine the emotional and
cognitive processes experienced by adolescents with learning disabilities (LD), twenty tenth grade Israeli
students were studied over three years. Data gathered through in-depth
interviews underwent an
axial-coding process, and a grounded theory model was constructed. The findings
revealed various coping s adopted by students throughout the process of
accepting the disability. Participants were asked to use figurative language to
describe their method of coping with the disability. Participants’ choice of
phrase, metaphor or image characterized the phase of their acceptance as well
as their coping . This can be served as an effective tool of detection.
Identifying the stage of students’ acceptance and their coping may
promote optimal treatment for students with LD.
Cite this paper
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