Twenty-six severely learning disabled students aged 10 through 20 enrolled in a special residential school were interviewed regarding their understanding of learning disability, their perceptions of their school experiences and peer relations. Most were found to have very little insight into the nature of LD. They tended to attribute their learning problems to their own lack of effort. Few claimed to have sought or received an explanation of their handicap. Within their current residential setting, the subjects were generally satisfied with their relationships with peers and teachers, as well as with their academic program.
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