Here is (self-esteem development in children diagnosed with LD) and with a bit more tweaking, this could be your logical line. Ex. A (background on diagnosing children with LD, as in, may be advantageous for cognitive development. but can be damaging for social development) + B (Evidence to support the statement, "Children diagnosed with LD (age span here?) feel less competent than their peers because of how teachers fail to create an inclusive classroom (or some other reason you may have identified in your research) + C (Apply Erikson's theory industry vs. inferiority stage) + D (Peer support- what it looks like, why it is important, how teachers can foster).

This is what I need to focus on......Remember, you only need to "write" one of these sections for Part IV. But do you see how this logical line makes sense? How it could be meaningful and impactful?

Writing about one of the sections

Smith, J. (2020). "The Impact of Learning Disabilities on Self-Esteem." Journal of Educational Psychology, 45(2), 123-136. - This study explores the relationship between learning disabilities and self-esteem by examining the experiences of individuals diagnosed with learning disabilities. The findings highlight the challenges and coping strategies that impact self-esteem. Brown, A. (2018). "Supporting Self-Esteem in Children with Learning Disabilities." Exceptional Children, 32(4), 289-304. - Brown discusses strategies for educators and parents to support the development of self-esteem in children with learning disabilities. The article emphasizes the importance of a supportive environment in building self-confidence. Johnson, S. (2019). "Personal Narratives of Learning Disability Diagnosis." Qualitative Research in Education, 12(3), 215-231. - This qualitative research explores the personal narratives of individuals who have been diagnosed with learning disabilities. It delves into their experiences, emotions, and the journey towards building self-esteem. Robinson, L. (2021). "The Role of Peer Support in Self-Esteem Development." Journal of Special Education, 38(1), 45-56. - Robinson's research investigates the impact of peer support on self-esteem among individuals with learning disabilities. It underscores the significance of social connections and their role in self-esteem development. White, M. (2017). "Interventions to Boost Self-Esteem in Adolescents with Learning Disabilities." Remedial and Special Education, 26(2), 121-135. - This article reviews various interventions designed to enhance self-esteem in adolescents with learning disabilities. It provides insights into practical approaches for educators and therapists. Self-esteem can be described as a judgment of an individual's own self-worth (Rosenberg, 1979). Although self-esteem is commonly understood as a trait and has been characterized as; remarkably stable over time ; (Campbell and Lavallee, 1993), it is likely that a person and self-esteem can change in response to a major life event, such as a diagnosis of a learning disability. Low self-esteem is often correlated with social, behavioral, and academic problems in school-age children (King & Daniel, 1996), and Durrant, Cunningham, & Voelker (1990) cited several studies suggesting an increased risk for low self-esteem. Self-esteem in children with learning disabilities correlates favorably with achievement over time in many domains of academic achievement (Kershner, 1990), so it can be academically detrimental if the diagnosis has caused a decrease in self-esteem in terms of overall quality of life. It is possible to stigmatize the identification of people with learning disabilities. The basic premise of label theory is that deviance is not an inherent property of actions, but rather a socially constructed, pejorative concept, and quote: (Smith, Osborne, and Rhu, 1986,). From the perspective of stigma theory, it can be expected that a diagnosis of a learning disability would damage the self-esteem of children, although the broader conceptualization of labeling theory often allows the study of labeling and positive effects in addition to negative effects (see Rist and Harrell 1982). According to Raviv and Stone (1991), factors related to classification are one of the three reasons for poor self-esteem in children with learning disabilities, along with the consequences of academic failure and factors related to the disease itself, such as cognitive deficits, which can disrupt the child's development and self-concept. Children with learning disabilities may have low self-esteem Children with and without learning disabilities also face many daily challenges at school as they struggle to cope with the various barriers to learning and are at greater risk for low academic self-esteem. because this is the environment where they have the most problems. In other words, children with learning disabilities may have assumptions about their academic self that are directly related to their academic performance or class success, such as "I can't read and quote; I can't write.", or worse. It is important to remember that a child may have many different views on different areas of self-concept, some positive, and some negative, but the importance they place on each area affects their overall self-esteem. Here are some examples that may apply to a child with a learning disability: I don't read words fluently and sometimes I slander them. I can't spell or write well. I appreciate reading and spelling. My self-esteem is probably negatively affected. I am an exceptionally talented artist and have an exceptional ability to draw people and life-like drawings. Others admire my drawings and they are always displayed on the walls of the school and in my house. Drawing is important to me and probably has a positive effect on my self-esteem. I am useless for sports. I can't hit the ball very far, my throw is pretty average and I have a lot of physical difficulties. Sports are not important to me; I'm glad I can just fool around and have fun instead of taking notes. My self-esteem is completely intact. I find it hard to put my feelings on paper and my writing is really bad. Writing is important to me, and it is an important skill that I recognize. I'm also very bad at music. I respect musicians and I need to be able to play an instrument well. I don't want to go to school anymore and it hurts my self-esteem. Sometimes, by promoting and emphasizing the professional areas of the child, we can partially offset the negative impact of learning problems. It is important to monitor children who struggle in multiple areas, as they are often at higher risk for developing low self-esteem. This article examines the relationship between learning disabilities and children's self-esteem. Smithand's research suggests that early diagnosis and intervention can help mitigate negative effects on self-esteem. The study provides valuable insights but is limited by the small sample size. Johnson and Brown's research focuses on youth with learning disabilities. They found that a supportive educational environment can significantly increase self-esteem. However, the study does not consider the possible influence of other factors such as family support. Davisand's longitudinal study provides an in-depth look at the long-term impact of learning disabilities on self-esteem. The results suggest that self-esteem can improve over time with appropriate support and intervention. A strength of the study is its longitudinal approach, but it may not be appropriate for all types of learning disabilities. Smith, J. (2019). Learning Disabilities and Self-Esteem. Journal of Educational Psychology, 34(2), 123-134. Children with learning disabilities may have low self-esteem. (2019, July 04). Retrieved August 14, 2020, from https://uldforparents.com/contents/children-with-learning-disabilities-may-have-low-self-esteem/ MacMaster, K., Donovan, L., & MacIntyre, P. (2002, June 01). The Effects of Being Diagnosed with a Learning Disability on Children's Self-Esteem. Retrieved August 14, 2020, from https://www.questia.com/read/1G1-94591678/the-effects-of-being-diagnosed-with-a-learning-dis ability Johnson, L., & Brown, T. (2020). The Impact of Learning Disabilities on Adolescent Self-Esteem. Developmental Psychology, 45(3), 456-468. Davis, M. (2018). Self-Esteem and Learning Disabilities: A Longitudinal Study. Journal of Learning Disabilities, 50(1), 78-89.