Skip to main content
Springer Nature Link
Log in

Resilience and the Child with Learning Disabilities

  • Chapter
  • First Online:
Handbook of Resilience in Children

  • 4008 Accesses

Abstract

The mindset of both teachers and students plays a significant role in how successfully students learn and thrive in schools. Mindsets are defined as the assumptions and expectations we possess about ourselves and others that determine our behaviors. This chapter identifies the components of a resilient mindset and describes the seven instincts that fall under the concept of tenacity. The input of the teacher as a “charismatic adult” for students, as an essential source for their intrinsic motivation, resilience, and social-emotional development, is highlighted.

A foundation for an effective classroom environment that enriches the “whole” student is the presence of positive emotions. Such emotions encourage the emergence and maintenance of personal control, self-discipline, intrinsic motivation, responsibility, caring, and resilience. Deci and Ryan’s framework for intrinsic motivation, “self-determination theory,” and its focus on the importance of meeting four basic needs—belonging and connectedness; self-determination and autonomy; competence; and meaning and purpose—are described together with specific strategies to reinforce these needs in all students.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
EUR 29.95
Price includes VAT (Finland)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
EUR 319.93
Price includes VAT (Finland)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
EUR 417.99
Price includes VAT (Finland)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
EUR 417.99
Price includes VAT (Finland)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Ahrens, K., DuBois, D. L., Lozano, P., & Richardson, L. P. (2010). Naturally acquired mentoring relationships and young adult outcomes among adolescents with learning disabilities. Learning Disabilities Research & Practice, 25, 207–216.

    Article  Google Scholar 

  • Alexander-Passe, J. (2015). Investigating post-traumatic stress disorder (PTSD) triggered by the experience of dyslexia in mainstream education? Journal of Psychology and Psychotherapy, 5, 1–10.

    Article  Google Scholar 

  • Bender, W. N. (2008). Learning disabilities: Characteristics, identification, and teaching strategies. Pearson.

    Google Scholar 

  • Bender, W. N., Rosenkrans, C. B., & Crane, M. K. (1999). Stress, depression, and suicide among students with learning disabilities: Assessing the risk. Learning Disability Quarterly, 22, 143–156.

    Article  Google Scholar 

  • Blackorby, J., Chorost, M., Garza, N., & Guzman, A., (2003). The academic performance of secondary school students with disabilities. In M. Wagner, C. Marder, J. Blackorby, R. Cameto, L. Newman, P. Levine, & E. Davies-Mercier (with M. Chorost, N. Garza, A. Guzman, & C. Sumi) (Eds.), The achievements of youth with disabilities during secondary school. A report from the National Longitudinal Transition Study-2 (NLTS2) (pp. 1–15). SRI International. Retrieved from National Longitudinal Transition Study-2 website: www.nlts2.org/reports/2003_11/nlts2_report_2003_11_complete.pdf.

  • Blocker, L. S., & Copeland, E. P. (1994). Determinants of resilience in high-stressed youth. High School Journal, 77, 286–293.

    Google Scholar 

  • Borkowski, J. G., Carr, M., Rellinger, L., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 53–92). Erlbaum.

    Google Scholar 

  • Bourdieu, P. (1979). Symbolic power. Critique of Anthropology, 4, 77–85.

    Article  Google Scholar 

  • Boyes, M. E., Leitao, S., Claessen, M., Badcock, N. A., & Nayton, M. (2019). Correlates of externalizing and internalizing problems in children with dyslexia: An analysis of data from clinical casefiles. Australian Psychologist, 55, 62–72.

    Article  Google Scholar 

  • Brooks, R. B. (1991). The self-esteem teacher. Treehaus Communications.

    Google Scholar 

  • Brooks, R. B. (2001). Fostering motivation, hope, and resilience in children with learning disorders. Annals of Dyslexia, 51, 9–20.

    Article  Google Scholar 

  • Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and optimism in your child. Contemporary Books.

    Google Scholar 

  • Bryan, T. (2003). The applicability of the risk and resilience model to social problems of students with learning disabilities: Response to Bernice Wong. Learning Disabilities Research & Practice, 18, 94–98.

    Article  Google Scholar 

  • Carroll, J. M., & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers of Psychology, 7, 1–9.

    Article  Google Scholar 

  • Catts, H. W., & Petscher, Y. (2021). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55, 171–184.

    Article  PubMed  Google Scholar 

  • Celeste, L., Phalet, K., & Kende, J. (2019). Can school diversity policies reduce belonging and achievement gaps between minority and majority youth? Multiculturalism, colorblindness, and assimilationism assessed. Personality and Social Psychology Bulletin, 45, 1603–1161.

    Article  PubMed  Google Scholar 

  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. National Center for Learning Disabilities. Retrieved from https://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf

  • Cosden, M. (2001). Risk and resilience for substance abuse among adolescents and adults with LD. Journal of Learning Disabilities, 34, 352–358.

    Article  PubMed  Google Scholar 

  • Cosden, M., Brown, C., & Elliott, K. (2002). Development of self-understanding and self-esteem in children and adults with learning disabilities. In B. Y. L. Wong & M. Donahue (Eds.), Social dimensions of learning disabilities (pp. 33–51). Erlbaum.

    Google Scholar 

  • Crawford, V. (2002). Embracing the monster: Overcoming the challenges of hidden disabilities. Paul H. Brookes Publishing.

    Google Scholar 

  • Davis, L. D. (2019). Common core and the continued socioeconomic achievement gap: How can we better prepare future teachers? Journal of Education and Learning, 8, 1–4.

    Article  Google Scholar 

  • Doll, B., & Lyon, M. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in school. School Psychology Review, 27, 348–363.

    Article  Google Scholar 

  • Donahue, M. L., & Pearl, R. (2003). Studying social development and learning disabilities is not for the fainthearted: Comments on the risk/resilience framework. Learning Disabilities Research & Practice, 18, 90–93.

    Article  Google Scholar 

  • Doyle, R. A., & Voyer, D. (2016). Stereotype manipulation effects on math and spatial test performance: A meta-analysis. Learning and Individual Differences, 47, 103–116.

    Article  Google Scholar 

  • Dykstra, S. (2019, December 3). Trauma and reading. https://www.corelearn.com/trauma-and-reading/

  • Dyson, L. L. (2003). Children with learning disabilities within the family context: A comparison with siblings in global self-concept, academic self-perception, and social competence. Learning Disabilities Research & Practice, 18, 1–9.

    Article  Google Scholar 

  • Elbaum, B. (2002). The self-concept of students with learning disabilities: A meta-analysis of comparisons across different placements. Learning Disabilities Research & Practice, 17, 216–226.

    Article  Google Scholar 

  • Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. Elementary School Journal, 101, 303–329.

    Article  Google Scholar 

  • Fernald, G. (1943). Remedial techniques in basic school subjects. McGraw-Hill.

    Google Scholar 

  • Flore, P. C., & Wicherts, J. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. Journal of School Psychology, 53, 25–44.

    Article  PubMed  Google Scholar 

  • Frances, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalizing problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45–60.

    Article  Google Scholar 

  • Fung, L. K. (2021). Neurodiversity. American Psychiatric Association.

    Google Scholar 

  • Gerber, P. J., & Ginsberg, R. J. (1990). Identifying alterable patterns of success in highly successful adults with learning disabilities. National Institute for Disability and Rehabilitation Research.

    Google Scholar 

  • Gerber, P. J., Ginsberg, R. J., & Reiff, H. B. (1992). Identifying alterable patterns in employment success in highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475–487.

    Article  PubMed  Google Scholar 

  • Gerber, P. J., Reiff, H. B., & Ginsberg, R. (1996). Reframing the learning disabilities experience. Journal of Learning Disabilities, 29, 98–101.

    Article  PubMed  Google Scholar 

  • Goldberg, R. J., Higgins, E. L., Raskind, M. H., & Herman, K. L. (2003). Predictors of success in individuals with learning disabilities: A qualitative analysis of a 20-year longitudinal study. Learning Disabilities Research & Practice, 18(4), 222–236.

    Article  Google Scholar 

  • Good, C. (2016). Stereotype threat: Strategies for the classroom. The 180 Blog, Turnaround for Children. https://turnaroundusa.org/stereotype-threat-strategies-classroom/

  • Gregg, N., & Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35, 7–22.

    Article  PubMed  Google Scholar 

  • Haft, S. L., Myers, C. A., & Hoeft, F. (2016). Socio-emotional and cognitive resilience in children with reading disabilities. Current Opinion in Behavioral Science, 10, 133–141.

    Article  Google Scholar 

  • Haft, S. L., Chen, T., LeBlanc, C., Tencza, F., & Hoeft, F. (2019). Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder. Child and Adolescent Mental Health, 24, 318–328.

    Article  PubMed  PubMed Central  Google Scholar 

  • Hall, C. W., Spruill, K. L., & Webster, R. E. (2002). Motivational and attitudinal factors of college students with and without learning disabilities. Learning Disabilities Quarterly, 25, 79–86.

    Article  Google Scholar 

  • Hallowell, E. M. (2003). Life and death and reading words. Perspectives, 29(3), 6–7.

    Google Scholar 

  • Harter, S. (1985). Manual for the self-perception profile for children. University of Denver.

    Google Scholar 

  • Hechtman, L. (1991). Resilience and vulnerability in long-term outcomes of attention deficit hyperactivity disorders. Canadian Journal of Psychiatry, 36, 415–421.

    Article  PubMed  Google Scholar 

  • Higgins, E. L., Raskind, M. H., Goldberg, R. J., & Herman, K. L. (2002). Stages of acceptance of a learning disability: The impact of labeling. Learning Disability Quarterly, 25, 3–18.

    Article  Google Scholar 

  • Holopainen, L., & Hakkarainen, A. (2019). Longitudinal effects of reading and/or mathematical difficulties: The role of special education in graduation from upper secondary education. Journal of Learning Disabilities, 52, 456–467.

    Article  PubMed  Google Scholar 

  • Howard, K. A., & Tryon, G. S. (2002). Depressive symptoms in and type of classroom placement for adolescents with LD. Journal of Learning Disabilities, 35, 186–190.

    Article  Google Scholar 

  • Jenkins, J. R., & Heinen, A. (1989). Students’ preferences for service delivery: Pull-out, in-class, or integrated models. Exceptional Children, 55, 516–523.

    Article  PubMed  Google Scholar 

  • Keogh, B. K., & Weisner, T. (1993). An ecocultural perspective on risk and protective factors in children’s development: Implications for learning disabilities. Learning Disabilities Research & Practice, 8, 3–10.

    Google Scholar 

  • King, L., Jolicouer-Martineau, A., Laplante, D. P., Szekely, E., Levitan, R., & Wazana, A. (2020). Measuring resilience in children: A review of recent literature and recommendations for future research. Current Opinions in Psychiatry, 34, 10–21.

    Article  Google Scholar 

  • Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40, 494–507.

    Article  PubMed  Google Scholar 

  • Klingner, J. K., & Vaughn, S. (1999). Students’ perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66, 23–37.

    Article  Google Scholar 

  • Kloomok, S., & Cosden, M. (1994). Self-concept in children with learning disabilities: The relationship between global self-concept, academic “discounting,” nonacademic self-concept, and perceived social support. Learning Disability Quarterly, 17, 140–153.

    Article  Google Scholar 

  • Kortteinen, H., Eklund, K., Eloranta, A.-K., & Aro, T. (2021). Cognitive and non-cognitive factors in educational and occupational outcomes—Specific to reading disability? Dyslexia, 20(2), 204–223.

    Article  Google Scholar 

  • Kranak, M. P., & Andzik, N. R. (2020). ways to effectively implement praise for students with learning disabilities (Vol. September). 5, pp. 3–7). LD Forum.

    Google Scholar 

  • Kuhne, M., & Wiener, J. (2000). Stability of social status of children without and without learning disabilities. Learning Disability Quarterly, 23, 64–75.

    Article  Google Scholar 

  • Lackaye, T., & Margalit, M. (2006). Mood, effort and hope between students with learning disabilities and their non-LD matched peers. Learning Disabilities Research and Practice, 21, 111–121.

    Article  Google Scholar 

  • Le Mare, L., & de la Ronde, M. (2000). Links among social status, service delivery mode, and service delivery preference in LD, low-achieving, and normally achieving elementary-aged children. Learning Disability Quarterly, 23, 52–62.

    Article  Google Scholar 

  • Lee, I. H., Rojewski, J. W., Gregg, N., & Jeong, S. (2014). Postsecondary education persistence of adolescents with specific learning disabilities or emotional/behavioral disorders. Journal of Special Education, 49, 77–88.

    Article  Google Scholar 

  • Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Houghton Mifflin.

    Google Scholar 

  • Lerner, J. W., & Johns, B. H. (2014). Learning disabilities and related disabilities: Strategies for success (13th ed.). Houghton Mifflin.

    Google Scholar 

  • Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23, 107–135.

    Article  Google Scholar 

  • Lopez, S. J., & Louis, M. C. (2009). The principles of strength-based education. Journal of College and Character, 10, 1–8.

    Article  Google Scholar 

  • Maag, J. W., & Reid, R. (2006). Depression among students with learning disabilities: Assessing the risk. Journal of Learning Disabilities, 39, 3–10.

    Article  PubMed  Google Scholar 

  • Mangels, J. A., Good, C., Whiteman, R. C., Maniscalco, B., & Dweck, C. S. (2012). Emotion blocks the path to learning under stereotype threat. Neuroscience, 7(2), 230–241.

    Google Scholar 

  • Margalit, M. (2004). Second-generation research on resilience: Social-emotional aspects of children with learning disabilities. Learning Disabilities Research & Practice, 19, 45–48.

    Article  Google Scholar 

  • Masters, L. R., Mori, B. A., & Mori, A. A. (1993). Teaching students with mild learning and behavior problems: Methods, materials, strategies. PRO-ED.

    Google Scholar 

  • McKinney, J. D., Osborne, S. S., & Schulte, A. C. (1993). Academic consequences of learning disability: Longitudinal prediction of outcomes at 11 years of age. Learning Disability Research & Practice, 8, 19–27.

    Google Scholar 

  • McNamara, J. K., & Willoughby, T. (2010). A longitudinal study of risk-taking behavior in adolescents with learning disabilities. Learning Disabilities Research & Practice, 25, 11–24.

    Article  Google Scholar 

  • McNulty, M. A. (2003). Dyslexia and the life course. Journal of Learning Disabilities, 36, 363–381.

    Article  PubMed  Google Scholar 

  • Meltzer, L. J. (1995). Strategic learning in students with learning disabilities: The role of students’ self-awareness and self-perceptions. In T. E. Scruggs & M. Mastropieri (Eds.), Advances in learning and behaviorial disabilities (Vol. 10, pp. 181–199). JAI.

    Google Scholar 

  • Meltzer, L. J., Roditi, B., Houser, R. F., & Perlman, M. (1998). Perceptions of academic strategies and competence in students with learning disabilities. Journal of Learning Disabilities, 31, 437–451.

    Article  PubMed  Google Scholar 

  • Meltzer, L. J., Ranjini, R., Ollica, L. S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical relationship between teachers’ and students’ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research and Practice, 19, 33–44.

    Article  Google Scholar 

  • Miller, M., & Fritz, M. F. (1998). A demonstration of resilience. Intervention in School and Clinic, 33, 265–271.

    Article  Google Scholar 

  • Moats, L. (2015). Many children left behind? The common core and students with reading difficulties. Perspectives on Language and Literacy, 41(2), 19–23.

    Google Scholar 

  • Montague, M., Enders, C., Dietz, S., Dixon, J., & Cavendish, W. M. (2008). A longitudinal study of depressive symptomology and self-concept in adolescents. Journal of Special Education, 42(2), 67–78.

    Article  Google Scholar 

  • Morgan, P. L., Farkas, G., & Wu, Q. (2012). Do poor readers feel angry, sad, and unpopular? Scientific Studies of Reading, 16, 360–381.

    Article  PubMed  Google Scholar 

  • Morrison, G. M. (1985). Differences in teacher perceptions and student self-perceptions for learning disabled and nonhandicapped learners in regular and special education settings. Learning Disabilities Quarterly, 1, 32–41.

    Google Scholar 

  • Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43–60.

    Article  Google Scholar 

  • Morrison, G. M., & D’Incau, B. (1997). The web of zero tolerance: Characteristics of students who are recommended for expulsion from school. Education and Treatment of Children, 20, 316–335.

    Google Scholar 

  • Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics, 5, 255–264.

    Article  PubMed  Google Scholar 

  • Nalavany, B. A., Carawan, L. W., & Rennick, R. A. (2011). Psychosocial experiences associated with confirmed and self-identified dyslexia: A participant-driven concept map of adult perspectives. Journal of Learning Disabilities, 44, 63–79.

    Article  PubMed  Google Scholar 

  • Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44, 3–17.

    Article  PubMed  Google Scholar 

  • Ofiesh, N., & Reiff, H. (2021). A strengths-based model of dyslexia: From anecdote to science. In L. Fung (Ed.), Neurodiversity: From phenomenology to neurobiology and enhancing technologies (pp. 123–148). American Psychiatric Association.

    Google Scholar 

  • Orr, A. C., & Goodman, N. (2010). “People like me don’t go to college”: The legacy of a learning disability. Journal of Ethnographic & Qualitative Research, 4, 213–225.

    Google Scholar 

  • Ozernov-Palchik, O., & Gaab, N. (2016). Tackling the ‘dyslexia paradox’: Reading brain and behavior for early markers of developmental dyslexia. WIREs Cognitive Science, 7, 156–176.

    Article  PubMed  Google Scholar 

  • Palombo, J. (2001). Learning disorders and disorders of the self. Norton.

    Google Scholar 

  • Panicker, A. S., & Chelliah, A. (2016). Resilience and stress in children and adolescents with specific learning disability. Journal of the Canadian Academic Child and Adolescent Psychiatry, 25, 17–23.

    Google Scholar 

  • Park, E. R., Perez, G. K., Millstein, M. A., Luberto, C. M., Traeger, L., Proszynski, J., Chad-Friedman, E., & Kuhlthau, K. A. (2020). A virtual resiliency intervention promoting resiliency for parents of children with learning and attentional disabilities: A randomized pilot trial. Maternal and Child Health Journal, 24, 39–53.

    Article  PubMed  Google Scholar 

  • Perfitt-Nelson, M. (2002, December 16). “G,” Sam makes sense. Message posted to http://IAPCHC@yahoogroups.com

    Google Scholar 

  • Raskind, M. H., Goldberg, R. J., Higgins, E. L., & Herman, K. L. (1999). Patterns of change and predictors of success in individuals with learning disabilities: Results from a twenty-year longitudinal study. Learning Disabilities Research & Practice, 14, 35–49.

    Article  Google Scholar 

  • Reiff, H. B., Gerber, P. J., & Ginsberg, R. (1993). Definitions of learning disabilities from adults with learning disabilities: The insiders’ perspectives. Learning Disability Quarterly, 16, 114–125.

    Article  Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 2, 353–387.

    Article  Google Scholar 

  • Robertson, L. M., Harding, M., & Morrison, G. (1998). A comparison of risk and resilience indicators among Latino/a students: Differences between students identified as at-risk, learning disabled, speech impaired, and not at-risk. Education and Treatment of Children, 21, 333–354.

    Google Scholar 

  • Rose, T. (2015). The end of average: How we succeed in a world that values sameness. Harper Collins.

    Google Scholar 

  • Rothman, H. R., & Cosden, M. (1995). The relationship between self-perception of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly, 18, 203–212.

    Article  Google Scholar 

  • Rutter, M. (1978). Early sources of security and competence. In J. S. Bruner & A. Garten (Eds.), Human Journal of Development (pp. 49–74). Clarendon.

    Google Scholar 

  • Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. British Journal of Psychiatry, 147, 598–611.

    Article  Google Scholar 

  • Sabornie, E. J., & deBettencourt, L. U. (2008). Teaching students with mild disabilities at the secondary level. Prentice-Hall.

    Google Scholar 

  • Salza, L. (2003). Struggling to learn in school: Confessions of a lunch-pail school head. Perspectives: The International Dyslexia Association, 29(2), 26–27.

    Google Scholar 

  • Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2011). The post high school outcomes of young adults with disabilities up to 6 years after high school. Key findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). SRI International.

    Google Scholar 

  • Sarid, M., Meltzer, Y., & Raveh, M. (2019). Academic achievements of college graduates with learning disabilities vis-à-vis admission criteria and academic support. Journal of Learning Disabilities, 53, 60–74.

    Article  PubMed  Google Scholar 

  • Schifter, L. A., Grindal, T., Schwartz, G., & Hehir, T. (2019). Students from low-income families and special education. The Century Foundation. www.tcf.org

  • Schumm, J. S., Moody, S. W., & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33, 47–78.

    Article  Google Scholar 

  • Segal, J. (1988). Teachers have enormous power in affecting a child’s self-esteem. Brown University Child Behavior and Development Newsletter, 4, 1–3.

    Google Scholar 

  • Settle, S. A., & Milich, R. (1999). Social persistence following failure in boys and girls with LD. Journal of Learning Disabilities, 32, 201–212.

    Article  PubMed  Google Scholar 

  • Shaywitz, S. (2020). Overcoming dyslexia (2nd ed.). Alfred A. Knopf.

    Google Scholar 

  • Shessel, I., & Reiff, H. B. (1999). Experiences of adults with learning disabilities: Positive and negative impacts and outcomes. Learning Disability Quarterly, 22, 305–316.

    Article  Google Scholar 

  • Sideridis, G. D. (2007). Why are students with LD depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities, 40, 526–539.

    Article  PubMed  Google Scholar 

  • Smith, S. L. (2003). The power of the arts: Creative strategies for teaching exceptional learners. Paul H. Brookes.

    Google Scholar 

  • Smith, D. S., & Nagle, R. J. (1995). Self-perceptions and social comparisons among children with LD. Journal of Learning Disabilities, 28, 364–371.

    Article  PubMed  Google Scholar 

  • Sorensen, L. G., Forbes, R. W., Bernstein, J. H., Weiler, M. D., Mitchell, W. M., & Waber, D. R. (2003). Psychosocial adjustment over a two-year period in children referred for learning problems: Risk, resilience, and adaptation. Learning Disabilities Research & Practice, 18, 10–24.

    Article  Google Scholar 

  • Spekman, N. J., Goldberg, R. J., & Herman, K. L. (1993a). An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research & Practice, 8, 11–18.

    Google Scholar 

  • Spekman, N. J., Herman, K. L., & Vogel, S. A. (1993b). Risk and resilience in individuals with learning disabilities: A challenge to the field. Learning Disabilities Research & Practice, 8, 59–65.

    Google Scholar 

  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.

    Article  Google Scholar 

  • Steele, C. M. (1995). Stereotype threat and intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.

    Article  PubMed  Google Scholar 

  • Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613–629.

    Google Scholar 

  • Tiffin, J., Knight, F. B., & Asher, E. J. (1946). The psychology of normal people. D. C. Heath and Co.

    Google Scholar 

  • Tufo, S. N., & Earle, F. S. (2020). Skill profiles of college students with a history of developmental language disorder and developmental dyslexia. Journal of Learning Disabilities, 53, 228–240.

    Article  PubMed  PubMed Central  Google Scholar 

  • Vail, R. L. (2003). Tenets for parents. Perspectives, 29(3), 22.

    Google Scholar 

  • Van Der Klift, E., & Kunc, N. (2017). Hell-bent on helping: Benevolence, friendship, and the politics of help. In J. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (p. 44). Paul Brookes Publishing.

    Google Scholar 

  • Vaughn, S., & Elbaum, B. (1999). The self-concept and friendships of students with learning disabilities: A developmental perspective. In R. Gallimore, L. P. Bernheimer, D. L. MacMillan, D. L. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 15–31). Erlbaum.

    Google Scholar 

  • Vaughn, S., Haager, D., Hogan, A., & Kouzekanani, K. (1992). Self-concept and peer acceptance in students with learning disabilities: A four- to five-year prospective study. Journal of Educational Psychology, 84, 43–50.

    Article  Google Scholar 

  • Voeller, K. K. S. (1991). Social-emotional learning disabilities. Psychiatric Annals, 21, 735–741.

    Article  Google Scholar 

  • Vogel, S. A., Hruby, P. J., & Adelman, P. B. (1993). Educational and psychological factors in successful and unsuccessful college students with learning disabilities. Learning Disabilities Research & Practice, 8, 35–43.

    Google Scholar 

  • Wagner, M., Marder, C., Blackorby, J., Cameto, R., Newman, L., Levine, P., … Sumi, C. (2003). The achievements of youth with disabilities during secondary school. A report from the National Longitudinal Transition Study-2 (NLTS2). SRI International. Retrieved from National Longitudinal Transition Study-2 website www.nlts2.org/reports/2003_11/nlts2_report_2003_11_complete.pdf

  • Wanzek, J., Al Otaiba, S., Petscher, Y., Lemons, C. J., Gesel, S. A., Fluher, S., & Donegan, R. E. (2021). Comparing the effects of reading and mindset intervention for upper elementary students with reading difficulties. Journal of Learning of Disabilities, 54, 203–220.

    Article  Google Scholar 

  • Werner, E. E. (1993). Risk and resilience in individuals with learning disabilities: Lessons learned from the Kauai longitudinal study. Learning Disabilities Research & Practice, 8, 28–34.

    Google Scholar 

  • Werner, E. E. (1999). Risk and protective factors in the lives of children with high-incidence disabilities. In R. Gallimore, L. P. Beerheimer, D. L. MacMillan, D. L. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 15–31). Erlbaum.

    Google Scholar 

  • Whitman & Kelleher, (2016). Neuroteach: Brain science and the future of education. .

    Google Scholar 

  • Wiener, J. (2003). Resilience and multiple risks: A response to Bernice Wong. Learning Disabilities Research & Practice, 18, 77–81.

    Article  Google Scholar 

  • Wiener, J., & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19, 20–32.

    Article  Google Scholar 

  • Wong, B. Y. L. (2003). General and specific issues for researchers’ consideration in applying the risk and resilience framework to the social domain of learning disabilities. Learning Disabilities Research & Practice, 18, 68–76.

    Article  Google Scholar 

  • World Health Organization and World Bank. (2011). World report on disability. Retrieved from https://www.who.int/disabilities/world_report/2011/report.pdf

  • Wyman, R. A., Cowen, E. L., Work, W. C., & Keriey, J. H. (1993). The role of children’s future expectations in self-esteem functioning and adjustment to life stress: A prospective study of urban at-risk children. Development and Psychopathology, 5, 649–661.

    Article  Google Scholar 

  • West, T. (2009). In the mind’s eye. (3rd ed.). Prometheus Books.

    Google Scholar 

  • Yu, X., Zuk, J., & Gaab, N. (2018). What factors facilitate resilience in developmental dyslexia? Examining protective and compensatory mechanisms across the neurodevelopmental trajectory. Child Development Perspectives, 12, 240–246.

    Article  PubMed  PubMed Central  Google Scholar 

  • Zablotsky, B., & Alford, J. M. (2020). Racial and ethnic differences in the prevalence of attention-deficit/hyperactivity disorder and learning disabilities among U.S. children aged 3-17 years. NCHS Data Brief, 358, 1–8.

    Google Scholar 

  • Zhao, F., Li, S., Li, T., & Yu, G. (2019). Does stereotype threat deteriorate academic performance of high school students with learning disabilities? The buffering role of psychological disengagement. Journal of Learning Disabilities, 52, 312–323.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Schwab Learning Center, Children’s Health Council, Palo Alto, CA, USA

    Nicole S. Ofiesh

  2. University of Arizona, Tucson, AZ, USA

    Nancy Mather

Authors
  1. Nicole S. Ofiesh
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nancy Mather
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Psychiatry, University of Utah School of Medicine, Salt Lake City, UT, USA

    Sam Goldstein

  2. Department of Psychology, McLean Hospital and Harvard Medical School, Needham, MA, USA

    Robert B. Brooks

Rights and permissions

Reprints and permissions

Copyright information

© 2023 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ofiesh, N.S., Mather, N. (2023). Resilience and the Child with Learning Disabilities. In: Goldstein, S., Brooks, R.B. (eds) Handbook of Resilience in Children. Springer, Cham. https://doi.org/10.1007/978-3-031-14728-9_25

Download citation

Publish with us

Policies and ethics