An investigation of how children with learning difficulties perceive happiness in relation to school and learning

Abstract

Purpose - To develop a greater understanding of the experience of happiness as it is perceived by children with learning difficulties.

This study focuses on the interpretative aspect of perception, which is seen to consist of; (1) how the experience feels, (2) how the structure of the experience is understood, and (3) what relevance is attributed to the experience.

Methodology and rationale - The paradigmatic point of departure is Positive Psychology, which forms part of the strength-based perspective. Positive Psychology explores those factors that allow individuals and communities, not just to survive, but to flourish.

The methodological orientation of this study is phenomenological and qualitative in nature.

Findings - While the most consistent theme was the relationship between friendship and happiness, this study offers insight into all three aspects of perception as defined above. It also suggests that children with learning difficulties may seek their happiness outside of the context of school and learning.