Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view

摘要: Students with learning disabilities (LD) often experience significant feelings of loneliness. There is some evidence to suggest that these loneliness may be related social difficulties are linked their disability. Adolescents more than any other age group, primarily because this a time identity formation and self-evaluation. Therefore, adolescents highly likely the negative Many areas educational research have highlighted impact on learning. This begs question, =are doubly disadvantaged in regard learning?‘ That is, if already problematic, does exacerbate difficulties? thesis reveals findings doctoral project which examined complicated relationship between classroom participation using cognitive framework. In multiple case-study design, narratives were constructed observations interviews conducted 4 adolescent students (2 girls 2 boys, from years 9-12) who identified as experiencing disabilities. Discussion provided method used identify controversy disability labels. A key aspect design was it allowed relate school experiences stories told. The included an ethnographic element its focus interactions within culture elements narrative inquiry used, particularly reporting results. revealed all participants experienced problematic networks. Further, alarmingly high level bullying discovered. Participants reported when they feeling rejected or missing valued had little energy for did not want school. Absenteeism amongst group high, but also true rest population. number relationships emerged theory. These cognitive, behavioural environmental factors lonely approach reflects model frames research.