Getting Things to Stick: Exploring the narratives of young New Zealanders who experience specific learning difficulties.

Abstract

This narrative inquiry sought to explore the views of eight young New Zealanders, aged nine to14 years, who had experienced specific difficulties with learning. Narrative research procedures were used to gather and interpret the stories the young participants told about their experiences. Findings revealed that young people become aware of their own learning difficulties and need to understand why they experience problems. The study also found that
this understanding is developed in relationship to the information and support offered by knowledgeable adults, who understand that it is possible to be intellectually competent yet have trouble learning numeracy and literacy skills. Furthermore, it was found that by identifying
themselves in roles in which they experience competency, young people express a more positive and holistic identity than that of being “learning disabled”. Opportunities to
achieve mastery in activities they enjoy doing enables young people to develop innate abilities, which underpin a positive sense of identity and well-being and are likely to provide a link to success in adult life.