Coping strategies of high school students with learning disabilities: A longitudinal qualitative study and grounded theory

Sara Givon, Deborah Court

    Research output: Contribution to journalArticlepeer-review

    19 Scopus citations

    Abstract

    The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period to identify the students' core coping strategies. Four emotional-cognitive strategies were identified: 'Avoidance,' 'Rebellion,' 'Reconciliation,' and 'Determination.' These strategies appeared in hierarchical order, leading to students' integration of, acceptance of, and coming to terms with their difficulties. Interventions of early and accurate diagnosis of difficulties, accompanied by remedial teaching and social support, were important in the students' developing effective coping styles. Results, in the form of a hierarchical continuum, provide a map within which school counselors and teachers may place their students' current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.

    Original languageEnglish
    Pages (from-to)283-303
    Number of pages21
    JournalInternational Journal of Qualitative Studies in Education
    Volume23
    Issue number3
    DOIs
    StatePublished - Jun 2010

    Keywords

    • Coping strategies
    • Grounded theory
    • Learning disabilities

    Fingerprint

    Dive into the research topics of 'Coping strategies of high school students with learning disabilities: A longitudinal qualitative study and grounded theory'. Together they form a unique fingerprint.

    Cite this