Identity formation in early adolescents with learning disabilities

Identity is commonly described as a form of self-definition and a balance between the self and the multiple contexts in which one lives (Kroger, 2004). Identity unfolds and develops primarily throughout childhood and adolescence, as the individual becomes increasingly aware of the self (Brinthaupt & Lipka, 2002). The term ‘identity' is distinguished from the term ‘self' in that identity is considered to be the part of the self that is accessible within a particular context (Schwartz, 2006). Identity formation has long been considered to be important in assisting individuals to navigate personal relationships, academic and vocational outcomes (Kroger, 2004). Early adolescents with learning disabilities face the same processes of physical and emotional growth, change and participation in identity exploration as all early adolescents. However, it has been unclear in what way a learning disability might influence identity formation.

This study examined the way in which early adolescents with learning disabilities describe their understanding of learning disabilities and the meaning and relevance of this label to the way they experience and describe who they are. The study was informed by theory and research from the fields of learning disabilities and adolescent development, as well as by the following frameworks: identity theory (Adams & Marshall, 1996), ecological theory (Bronfenbrenner, 2005) and disability theory (Shakespeare & Watson, 1997).

Modified grounded theory (Cutcliffe, 2005), was used to collect and analyze the data. Qualitative methodology is well suited to examining the thoughts, feelings and self-reflection of participants (Denzin & Lincoln, 2000). Study participants were eight male and four female students is grades 7-9, all of whom were identified by school psychology staff as having learning disabilities and who attended 4 Toronto public schools located in ethnically diverse neighborhoods. The students participated in semi-structured interviews which were recorded and transcribed. Line-by-line analysis of the transcripts was followed by open coding using NVivo software (Richards, 1999). An initial 81 categories were sorted and recoded into four key categories: ‘problems', ‘strengths', ‘stigma' ‘dealing' and an over-arching core category, named ‘dis-association'.

Dis-association describes the interaction among the four categories that are part of the dynamic process of negotiating identity in early adolescents with learning disabilities. It includes processes of distancing and associating: associating with learning problems and strengths and distancing from the stigma associated with the label of ‘learning disability'. It also includes resisting the stigma and asserting agency to identify oneself in ways that do not have negative meanings. In this context dis-association is non-pathological and may assist early adolescents with learning disabilities to manage the stigma and shame associated with the label.

The study's findings highlight the importance of 1) assisting students to understand their learning difficulties, recognize and celebrate their strengths and become aware of their rights as identified students; 2) challenging the stigma associated with learning disabilities and 3) increasing public awareness of the capabilities of individuals with learning disabilities. However, given that stigma still exists, there must be sensitivity about if, when and how to discuss learning disabilities with early adolescents.