ABSTRACT

The developmental period of adolescence is marked by increasingly complex challenges that can be exacerbated by dyslexia and give way to failure, recriminations and maladjustment. Acceptance of the learning disability was operationalized by criteria requiring that the individual refers to self as learning disabled, describes events in reference to his/her disability and compartmentalizes the disability as one aspect of personality rather than the predominant characteristic of self. In the Frostig study, use of effective support systems referred to individual's active use of the support of others, such as parents, teachers and significant others. The ability to develop goals and demonstrate self-direction is a substantial asset for successful adaptation. Feeling hopeful and optimistic in spite of adversity can help children with dyslexia become more resilient and confident about their abilities. Several mothers expressed disappointment that there seemed to be ignorance of dyslexia among the content area teachers and a lack of well trained teachers to address this condition.