Author(s)

Zaher Accariya^*, Mahmood Khalil

The College of Sakhnin, Academic College for Teacher Education, Sakhnin, Israel.

This study examined learning-disabled (LD) students’ subjective interpretation of their socio-cultural reality during the transition periods into junior high school. LD students are liable to have emotional, psychological and social problems: they are prone to anxiety, depression, and behavioral disorders, as well as feelings of low self-esteem and social isolation. These may lead to genuine crisis during the already difficult transition from elementary school to junior high. Research in the form of in-depth interviews was conducted on a sample of 12 LD adolescent, junior-high students. The findings point to three main concerns of LD adolescents regarding their transition to junior-high: A sense of isolation, a lack of social and adaptation skills, and a poor relationship with teachers. The findings of this study may be useful for planning intervention and prevention programs that provide support and assistance for LD students’ adaptation. It is crucial to assist LD students to develop and cultivate social and educational skills during the transition period, thus allowing them to learn how to cope, not only during this crisis period, but with other life situations.

Learning-Disabled, Junior High School, Low Self-Esteem, Social Skills, Adolescent Concerns

Accariya, Z. and Khalil, M. (2016) The Socio-Emotional Adjustment of Learning-Disabled Students Undergoing School Transitions. Creative Education, 7, 139-151. doi: 10.4236/ce.2016.71014.