Adolescents’ Self-Perception and Understanding of Learning Disability: A Qualitative Study from Kerala

Abstract

This study explores how adolescents with learning disabilities understand and internalize their condition within the context of inclusive education. Focusing on qualitative data gathered from nine adolescents aged 13 to 16 in two private inclusive schools in Kerala, the study examines their personal awareness of their learning challenges and how these perceptions are shaped by interactions with parents and teachers. Although participants were aware of academic difficulties such as problems in reading, writing, or mathematics, most lacked a clear conceptual understanding of their disability. Their awareness largely stemmed from direct experience rather than formal explanation.

Parental understanding was often found to be superficial or misinformed, while teachers, though observant of classroom challenges, lacked adequate knowledge or training to address the needs of students with learning disabilities. This lack of informed support influenced how adolescents viewed themselves, often reinforcing feelings of inferiority and low self-worth. However, those who received consistent support through resource rooms or counseling exhibited more positive self-perception and gradual academic improvement. The findings emphasize the critical role of accurate knowledge and empathetic communication from adults in shaping an adolescent’s understanding of their disability, which in turn affects their emotional well-being and academic self-concept.