Social identity and people with learning difficulties: implications for self-advocacy groups

This study investigates the significance of the label 'learning difficulties' to self-descriptions and self-evaluations in 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-desciption. Furthermore, evaluations of the label were not linked to global self-esteem. However, those who denied the label as applicable to themselves felt significantly more competent. 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 'learning disabled' identity to the participants was discussed with respect to implications for self-advocacy groups and collective action.