educational support

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.

This study aims to identify the cognitive and emotional components of self-advocacy in exceptional learners and examine the external factors that influence their ability to advocate for themselves in educational settings. A qualitative research design was employed, utilizing semi-structured interviews with 29 exceptional learners recruited through online platforms. Theoretical saturation was reached, ensuring comprehensive data collection. NVivo software was used to conduct thematic analysis, identifying key cognitive and emotional factors related to self-advocacy. Participants shared their experiences regarding metacognitive awareness, decision-making, emotional regulation, and external support systems, providing rich qualitative data for analysis. The results indicated that self-advocacy among exceptional learners is shaped by cognitive competencies, including metacognition, decision-making, and information-seeking behaviors, as well as emotional factors such as self-efficacy, resilience, and emotional regulation. Participants who demonstrated strong metacognitive strategies and confidence were more effective self-advocates, whereas those facing anxiety or low self-efficacy struggled to assert their needs. External factors, such as educator support, family involvement, and institutional policies, played a critical role in shaping advocacy experiences. Online networks and digital advocacy resources were identified as valuable tools for enhancing self-advocacy skills. However, institutional barriers, including bureaucratic challenges and lack of awareness among educators, posed significant obstacles for learners. The study highlights the complexity of self-advocacy in exceptional learners, emphasizing the interplay between cognitive awareness, emotional resilience, and external support structures. Enhancing self-advocacy skills requires targeted interventions, including advocacy training, institutional support, and digital resource accessibility.