“I'm not lazy; it's just that I learn differently”: Development and Implementation of a Manualized School-Based Group for Students with Learning Disabilities

Abstract

In this article the authors present the implementation and pilot evaluation of an innovative manualized school-based group for middle-school students with a learning disability (LD). The group was one component of a school-based intervention that was a collaboration of university-based researchers, children's mental health, and education. Interviews were held with selected students, their parents, and teachers to obtain their views of the group. Preliminary findings suggest that the group improved students' knowledge of their LD, increased their ability to ask for help and self-advocate, and enhanced their confidence. The group leaders found the manualized group beneficial and offered recommendations for change. Practice principles in providing group for students with LD are offered.

KEYWORDS:

• school-based social work
• manualized group work
• evidence based
• learning disabilities
• middle school
• adolescents
• group work

ACKNOWLEDGMENT

This study was funded by a grant from the Social Sciences and Humanities Research Council of Canada. We acknowledge the support of the Toronto Catholic District School Board psychologists, social workers, teachers, and administrators, and the children and their parents, in particular Maria Kokai. We would like to thank Integra group leaders and administration, research assistants, and especially the research project coordinator Arija Birze.