TITLE:
Using Figurative Language to Assess the Stage of Acceptance of Learning Disability as a Springboard for Treatment of Students with Learning Disabilities
AUTHORS:
Sara Givon
KEYWORDS:
Figurative Language; Adolescents with Learning Disabilities; Coping Styles; Grounded Theory
JOURNAL NAME:
Creative Education,
Vol.4 No.6,
June
4,
2013
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.