A qualitative model for the emotional problems of children with learning disorders

Learning disorders are the most important issues in educational psychology and require early intervention to prevent their destructive effects. Children with learning disorders are more likely to have emotional problems than their peers. The present study was conducted to provide a qualitative model of emotional problems in children with learning disorders. To achieve this goal, 18 parents of children with learning disorders and 10 specialists in the field of treatment of learning disabilities participated in semi-structured interviews and the interviews were analyzed by thematic analysis. Based on the concepts extracted from the text of the interviews, 71 centralized codes and 15 basic categories were placed under 2 underlying themes (internal and external sources of vulnerability). It seems that since the emotional problems of children with learning disabilities play a major role in their quality of life and education, interventions for these children require comprehensive attention to the context in which they are immediately involved.