Psychological Resilience and the Child With Learning Disabilities

Abstract

Students with learning disabilities (LD) often appear to have low academic performance, experience difficulties in performing academic tasks and avoid engaging in them, consider their own academic and self-regulation skills as inferior to other students with typical performance, have low self-perception and self-esteem, fewer expectations of future success, and experience more emotional and social difficulties than their typically developing peers. However, there is no shortage of studies that characterize the developmental course of many individuals with LD as something that exceeds all expectations. Though recent theories of psychological resilience provide a framework for understanding the complex factors that influence adaptation and general wellbeing within this framework, it is important to look into the individual protective factors in building psychological resilience and psychological well-being in children with learning difficulties. The family and school environment are important factors that contribute to young people's psychosocial development.