Purpose/objective: The purpose of this study was to qualitatively explore how adolescents conceptualize disability identity and what factors may influence adolescent disability identity development. Research Method/Design: These data were collected through semistructured in-depth interviews with 24 middle and high school adolescents with disabilities. The participants had a wide range of disabilities, including physical disabilities, learning disabilities, ADHD, Autism, and others. Analyses started with Hamilton's Rapid Assessment Process followed by identifying structural and in vivo codes using a computer-assisted qualitative data analysis tool to allow for multiple coders and memo writing across the research team.
Results: The results indicate that adolescents are undergoing a heterogeneous and complex process to develop their disability identity. Additionally, the salience of the participants' disability identity often varied depending on the environmental context. Furthermore, social connections to peers with and without disabilities played an important role in the development of many participants' disability identities.
Conclusions/implications: These findings suggest that adolescents with disabilities are engaging in a multifaceted meaning-making process to develop a sense of disability identity. Rehabilitation Psychologists and other practitioners can support disabled adolescents by helping them to discuss and develop a positive disability identity. Furthermore, practitioners can help disabled adolescents successfully develop their disability identity in a variety of different settings and contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).