Resiliency Attributes Associated with the Educational Achievement among Students of Color with Learning Disabilities: A Conceptual Review

Abstract

There are millions of children, across America, who are classified as learning disabled before they complete their secondary school education. The purpose of this study is to identify those resiliency factors that have enabled students of color, identified as learning disabled, to academically and socially succeed in life. These factors are self-concept, family support and access to community/cultural linkages. It is presumed that a Black or Latino, identified as learning disabled, would experience academic success and excellence if the student had a positive self-concept, strong family support, and connection within a particular community or cultural group. It is anticipated that this conceptual review will provide an understanding of the association between resiliency and academic achievement. The dominant thought guiding this review is that academic excellence or achievement is a skill combining positive self-concept, and support from family and the community. This review will have critical implications for social work practice with the learning disabled, and reveal multicultural issues concerning the Black and Latino learning disabled population, who can have greater vulnerability because of their minority status.