SOCIAL IDENTITY AND PEOPLE WITH LEARNING-DIFFICULTIES - IMPLICATIONS FOR SELF-ADVOCACY GROUPS

This paper describes a study investigating the significance of the lab el 'learning difficulties' to self-descriptions and self-evaluations i n a group of people with learning difficulties. Although two-thirds of the sample admitted the label when asked directly, the label was not used spontaneously in self-descriptions. Furthermore, evaluations of t he label were not linked to global self-esteem. However, those who den ied the label as applicable to themselves felt significantly more comp etent. Since participants' definitions of the label mostly referred to lack of competence, a clear, but limited link was illustrated between self-concept and social identity. The lack of salience of the 'learni ng disabled' identity to the participants was discussed with respect t o implications for self-advocacy groups and collective action.