Resiliency is the key for learners with disabilities

I have been doing some reading about resilience and the role it plays in a successful outcome for people with dyslexia. I would like to hear what others think or know about this model.

The Risk Resilience Model posits that resilience is not static, as was accepted in early research on the subject. Resilience used to be thought of as a set of stable traits; the Risk Resilience Model suggests that it is actually a dynamic and responsive process.

There are many different definitions of resiliency in this context, but the underlying concept seems to be the ability of the learner to “spring back” from adversity. Each of the definitions seems to suggest a measure of surprise regarding the achievement wrought, “against the odds”. The definition of risk, in this situation is not having the resources to deal with one’s environment. Resilience is optimized when protective factors are present in the individual as he or she is faced with risk. Protective factors can include individual temperament and skill level, effort and persistence, parental support, the presence of a mentor, and relevant and timely opportunities to succeed.

There is a host of well-known psycho-social adjustment problems associated with learning disabilities; anxiety, depression, higher risk of suicide, reduced social competence, poor self-esteem etc. The issues are not just related to skill deficits; there are internal and external factors, or context, that influence the psycho-social outcomes for these children. Internal factors such as neurological processing deficits and hyperactivity work in tandem with external factors such as family interactions, teacher expectations, and interactions with other children to shape the outcome.

In one of the papers I read, (Sorenson, Forbes et al) a study was done to determine if academic improvement had more of an effect on the psycho-social functioning of the learner than the contextual support. The study concluded that contextual factors did indeed influence the outcome, according to the teachers and parents interviewed, while children attributed improvement in adjustment to academic achievement. This study also concluded that in fact, very little academic improvement occurred. The study was completed over a two-year span and during that time the subjects, all LD, made very little progress. Most “held their own”, but even though 70% of them were on IEPs and had interventions in place, they did not move closer to their age appropriate levels. Sadly, this didn’t surprise the researchers, however, these authors attributed the lack of improvement to the “chronicity” of LD. I don’t agree with that- this seems to “blame the victim” even if it is to say, “Tsk tsk, you have a terrible disability”. The fault is still laid at the feet of the person who is struggling. I am inclined to examine the support more closely, not the learner. It is important to note however, that the interventions were not described, so it’s hard to make much more of that.

Another paper, (Miller) in which several university students with LD were interviewed, noted several themes related to resilience: identifiable success experiences, awareness of their own particular strengths, self determination, distinctive turning points, special friendships, encouraging teachers, and their own acknowledgement of their learning disabilities.

If we embrace the Risk Resilience Model, we accept that academic support is only part of the solution. We need to support the learner with contextual support as well, if we are to ensure improved overall functioning. Successful interventions need to do more than improve academic skill. Unfortunately this enlarges the school’s, and most likely the special education teacher’s role in a time when they are already stretched to their limit.

Sources

Margalit, Malka, Resilience Model Among Individuals with Learning Disabilities: Proximal and Distal Influences, Learning Disabilities Research and Practice, 2003
Margalit, Malka, Second Generation Research in Resilience: Social-Emotional Aspects of Children with Learning Disabilities, Learning Disabilities Research and Practice, 2004
Meltzer, Lynn, Resilience and Learning Disabilities: Research on Internal and External Protective Dynamics, 2004
Miller, Maurice; Resilience Elements in Students and Learning Disabilities, Journal of Clinical Psychology, 2002
Sorenson, Lisa, Forbes, Peter, Bernstein, Jane, Weiler, Michael, Mitchell, William, Waber, Deborah, Psycho-Social Adjustment Over a Two-year Period in Children Referred for Learning Problems: Risk, Resilience, and Adaptation, Learning, Learning Disabilities Research and Practice, 2003