NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883620
Record Type: Journal
Publication Date: 2010-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0951-8398
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
Givon, Sara; Court, Deborah
International Journal of Qualitative Studies in Education (QSE), v23 n3 p283-303 Jun 2010
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel