A Phenomenological Study on Lived Experiences of Adolescents with Specific Learning Disability (SLD)

Abstract

ABSTRACT Introduction: Specific Learning Disability (SLD) is a self-limiting disorder that can contribute to many psychological issues in school-going children. The issues in school will be misinterpreted by parents as inattentiveness, lack of interest in studies, or laziness; hence, they overpressurize the children. Understanding the child’s condition is the most challenging aspect. Objectives: To explore the lived experiences of adolescents with SLDs using a phenomenological approach and develop a multicomponent information brochure for adolescents, parents, and teachers of adolescents based on identified needs. Materials and Methods: A qualitative descriptive phenomenological design was adopted to collect the data from the adolescents visiting Composite Regional Centre for Persons with Disability, Kozhikode for the study. Adolescents who reached the institution for certification of learning disability were selected through the purposive sampling technique. Samples were assessed by the psychologist to diagnose SLD and those who met the inclusion criteria were selected. The semistructured interview schedule was prepared and validated. An in-depth interview was carried out. Data were recorded, transcribed, and translated. Open code software version 4.02 was used to code the data. Subthemes and themes were derived. Results: The thematic analysis of the data derived five themes: barriers, supportive social system, looking within, beyond control, and facilitators. An undesirable coping strategy being involved in a negative environment, fear factors, feeling low, frustration, ignorant support system, and feeling of guilt are the subthemes of the main theme barriers. Family support, peer support, and positive approach of teachers are the subthemes from which the theme supportive social system is derived. The theme beyond control was derived from the subthemes of almighty, state of helplessness, and looking at the future. Realistic self-appraisal, other competencies, and self-comparison with peers are the subthemes of the theme beyond control. Facilitators have the subthemes of burning desire, putting effort, and coping strategy. Conclusion: SLD is a neurodevelopmental disorder in which specific academic skills are compromised. As a result, the child is greatly affected and it becomes evident once they enter school age. Initial processes of learning become difficult but sometimes it remain unrecognized. Early identification can facilitate early interventions which can be a stepping stone toward the betterment of the skills. But in certain circumstances, the parents and teachers may be ignorant about the entity; thus, it remains unrecognized and thereby progress to a situation from which further learning becomes impossible.