School Adjustment: A Case of an Adolescent Diagnosed with Specific Learning Disabilities

Abstract

This research basically aims to investigate the School Adjustment of an adolescent diagnosed with Special Learning Disabilities. More specifically, the adolescent's Social Traits, Motives, and Personal Adjustment are being studied. For the purposes of the research, the qualitative methodological approach was chosen. Also, semi-structured interviews were conducted, based on the School Adjustment Scale (Power & Cotterell, 1979) [1]. Results showed that the adolescent with Special Learning Disabilities faces adjustment problems regarding general satisfaction from school and self-confidence for school performance. Anxiety, lack of self-confidence and reduced social skills are the main obstacles for School Adjustment. Results are discussed concerning the development of social, communicational and general attainments in adolescents with Specific Learning Disabilities.

Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India

“…Compared to other peer groups, many students with LD showed social adjustment problems like lack of social skills, poor self-confidence, bad performance in school, poor relationship with peers and teachers, a lack of bonding with the school ( Murray and Greenberg, 2001 ; Charitaki et al, 2018 ). Adolescents with LD face more adjustment problems in the period of transition in schools than other peer groups because they already have emotional, social, and psychological difficulties ( Accariya and Khalil, 2016 ).…”

“…Some students with LD have been observed to have internalized emotional symptoms of depression and anxiety as well as problematic externalized emotional behaviors like aggression, delinquency, and hyperactivity ( Greenham, 1999 ). They were facing adjustment problems in schools including unsatisfied peer relations, poor relation with teachers and a lack of bonding with the school ( Murray and Greenberg, 2001 ; Charitaki et al, 2018 ). Research studies conducted in the Indian context supports the adjustment issues of school going students with LD as well ( Sharma et al, 2017 ).…”

Impact of Prosocial Behavior and Teacher’s Selfefficacy on School Adjustment of Physically Handicapped Students

“…The definition of "adjustment" is that it is the outcome of a dynamic and multifaceted process that individuals go through in required to operate well in their everyday lives (Charitaki, 2018). The capacity of the student to accommodate the modifications and circumstances at school is what we mean when we use the phrase "school adjustment."…”

Impact of Prosocial Behavior and Teacher’s Selfefficacy on School Adjustment of Physically Handicapped Students

“…The definition of "adjustment" is that it is the outcome of a dynamic and multifaceted process that individuals go through in required to operate well in their everyday lives (Charitaki, 2018). The capacity of the student to accommodate the modifications and circumstances at school is what we mean when we use the phrase "school adjustment."…”