Me, my school and I

: a reflexive thematic analysis of the self-perceptions of post primary pupils with moderate learning difficulties in specialist education

Abstract

The special educational need of ‘Moderate Learning Difficulties’ (MLD) is associated with a stigmatised social identity, which are generally thought to provoke unfavourable self-perceptions. However, pupils with ‘MLD’ in specialist education settings are generally observed to report favourable self-perceptions, leading researchers to wonder how MLD is internalised in such settings. This study employs reflexive thematic analysis with consideration to social identity. Semi-structured interviews of eight young people (aged 12-16 years) who attend specialist education settings were analysed in relation to their understanding of: (a) their individual self-perception (b) specialist school experience and (c) MLD-related labels with findings explored through generated themes per area. Overall participants demonstrated active participation in creating their sense of self and school experience. Findings indicated that MLD-related labels are not understood through a meaningful social identity, owing to the diversity by which it is understood. Participants expressed a general understanding of undesirable cognitive differences associated with labels and/ or themselves, which influenced self-perceptions. Implications for Educational Psychology in practice have been discussed with recommendations for special education service development.

Date of Award	Dec 2023
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Hassan Regan (Supervisor) & Stephanie Burns (Supervisor)