Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory

Autor/inn/en	Givon, Sara; Court, Deborah
Titel	Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 23 (2010) 3, S.283-303 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
Schlagwörter	Grounded Theory; Learning Disabilities; Coping; School Counselors; High School Students; Qualitative Research; Longitudinal Studies; Remedial Instruction; Secondary School Teachers; Intervention; School Support; Academic Achievement; Foreign Countries; Disability Identification; Special Needs Students; Student Needs; Israel + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Bewältigung; School counselor; Beratungslehrer; Pädagogischer Berater; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Förderkurs; Schulförderverein; Schulleistung; Ausland; Sonderpädagogischer Förderbedarf
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. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10