Psychosocial characteristic of students with learning disabilities

Abstract

The article describes the psychosocial characteristics of students with learning disabilities. Qualitative data collection and processing (interview and interview content analysis) and quantitative (socio-metric research) methods have been applied. Positive and negative psychosocial (emotional self-satisfaction/feeling, self-actualisation and self-expression and interpersonal relations) characteristics of a student with learning disabilities have been distinguished and defined. The social status of these students has been ascertained within the class and the motives of the classmates in their choices have been revealed. A psychosocial portrait (according to feeling well, self-actualisation, and the quality of interpersonal relationship) of a student with learning disabilities is ambiguous, reconciling both positive and negative characteristics. In the class, a relatively high status of students with learning disabilities has been identified. Positive and negative classmate's choices mostly related to personal qualities and acceptable or unacceptable behaviour of the students with learning disabilities. An analysis of interview content revealed the factors determining self-esteem, self-expression, and interpersonal relationships of students with learning disabilities. From the point of view of pupils, this is a friendly relationship in the classroom, it recognises strengths while in the process of learning, the benevolent support and assistance of classmates, and success and evaluation in non-learning activities. From the parents' point of view, these are friendly relationships in the classroom, during child support, and the opportunity for the child to attend class/school events and groups. Teachers emphasise such positive factors as: good school attendance, friendly communication with classmates, willingness to perform tasks, ability to concentrate, ability to cope with failures, the attendance of and willingness to attend class/ school events. The specialists mentioned positive psychosocial factors of a child's education to be: the child's self-confidence, support from classmates, warm and supporting teacher relationships with the child, and the opportunity for the child to realise their interests in extra-curricular activities. The problematic areas that have emerged from the negative psychosocial factors that are described in interviewing participants as discomforting for the learner and their educators are related to the child's frequent negative emotional feelings associated with the school (unfavourable relationships with classmates and teachers, learning difficulties, lack of assistance and support for the child), characteristics of the student's behaviour interfering with communication, and, in particular, insufficient self-actualisation and lack of self-expression (poor involvement in general class/school activities).