Using Figurative Language to Assess the Stage of Acceptance of Learning Disability as a Springboard for Treatment of Students with Learning Disabilities

Sara Givon

Education Department, Lifshitz College for Teachers, Jerusalem, Israel.

DOI: 10.4236/ce.2013.46054                

Abstract

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 styles 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 style. This can be served as an effective tool of detection. Identifying the stage of students’ acceptance and their coping style may promote optimal treatment for students with LD.

Keywords

Figurative Language; Adolescents with Learning Disabilities; Coping Styles; Grounded Theory

Conflicts of Interest

The authors declare no conflicts of interest.

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