Self-Concept in Young Adults with a Learning Disability from the Jewish Community

Autor/inn/en	Bunning, Karen; Steel, Gabriela
Titel	Self-Concept in Young Adults with a Learning Disability from the Jewish Community
Quelle	In: British Journal of Learning Disabilities, 35 (2007) 1, S.43-49 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2006.00388.x
Schlagwörter	Foreign Countries; Urban Areas; Young Adults; Learning Disabilities; Jews; Communication Strategies; Mental Retardation; Self Concept; Self Esteem; College Students; Interviews; Cultural Influences; Age Differences; Ethnicity; Augmentative and Alternative Communication; Identification (Psychology); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Urban area; Stadtregion; Young adult; Junger Erwachsener; Learning handicap; Lernbehinderung; Jew; Jude; Jüdin; Juden; Kommunikationsstrategie; Geistige Behinderung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Collegestudent; Interviewing; Interviewtechnik; Cultural influence; Kultureinfluss; Age; Difference; Age difference; Altersunterschied; Ethnizität; Großbritannien
Abstract	A small pilot study was conducted to explore the self-concept of young people with a learning disability from a Jewish community in an inner city area. Four young people participated in the project. All attended a college dedicated to the further education of people with special needs from the Jewish community. Semi-structured interviews were carried out with the participants. A low-technology augmentative communication strategy called Talking Mats was employed [ J. Murphy and L. Cameron (2002b) "Talking Mats and learning disability: a low-tech resource to help people to express their views and feelings." Scotland, University of Stirling] to cater for the participant's varying communication needs. The participant placed relevant symbols on a mat to capture views expressed during interview. Three key themes emerged from the data: "being young," "having a learning disability" and "being Jewish." The narratives associated with each theme were closely intertwined. Membership of the Jewish community was central to the concept of self. The research highlighted the importance of context and cultural belonging to the construction of identity. Use of "Talking Mats" during interview proved an accessible format, both for exploring the views of people with learning disabilities, and providing them with feedback about the research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10