Abstract
The overall aim of the study was to investigate the relationship between resilience and social-ecological support among learners with Specific Learning Disability in LSEN schools. The aim of the study was guided by the following research question: “What is the relationship between social-ecological support and resilience among learners with SLD in LSEN schools?”. Preventing risk from escalating among learners with a Specific Learning Difficulty (SLD) is paramount. Learners with SLD often suffer continuous adversity, which has implications for them and their families. The presence of SLD in their lives affects their academic functioning and may extend to psychological, social and emotional functioning. Literature abounds on the experiences of learners with SLD developing a pathology due to the hardship they encounter in their lives. However, studies have reported well-adjusted and successful learners with SLD. Learners who cope with SLD and avoid developing pathology are thought to be resilient. Precisely what is available in their social ecologies that enables them to be resilient is under investigation in this study. Ungar’s Social-Ecological Model of resilience was used as a theoretical framework of this study.
D.Ed. (Educational Psychology)