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@article{191118,
        author = {Ms. Pooja Parmar},
        title = {Resilience Building Among Learners with Disabilities},
        journal = {International Journal of Innovative Research in Technology},
        year = {},
        volume = {12},
        number = {no},
        pages = {853-857},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=191118},
        abstract = {Resilience refers to the capacity of individuals to adapt positively and cope effectively in the face of adversity, stress, and challenges. For learners with disabilities, resilience plays a crucial role in overcoming academic, social, emotional, and environmental barriers that often hinder their overall development. Learners with disabilities frequently encounter difficulties such as stigma, low expectations, limited access to resources, communication barriers, and emotional stress, which may negatively affect their self-esteem and learning outcomes. Therefore, building resilience among these learners is essential for promoting inclusive education and lifelong well-being. This research paper explores the concept of resilience building among learners with disabilities and examines the key factors that contribute to the development of resilience. The study highlights the role of supportive environments, including family involvement, inclusive school practices, positive teacher attitudes, peer support, and community participation, in fostering resilience. It also emphasizes the importance of individualized education plans, assistive technologies, and social-emotional learning strategies in enhancing coping skills and self-confidence among learners with disabilities. The paper adopts a descriptive and analytical approach based on a review of existing literature, educational policies, and inclusive education practices. Findings suggest that resilience can be strengthened through targeted interventions such as counseling services, life-skills training, self-advocacy programs, and the promotion of growth mindset. Teachers play a pivotal role in resilience building by creating a safe, encouraging, and flexible learning environment that recognizes individual strengths rather than limitations. The study concludes that resilience building is not an innate trait but a dynamic process that can be nurtured through consistent support and inclusive practices. Strengthening resilience among learners with disabilities leads to improved academic performance, better emotional regulation, increased social participation, and enhanced quality of life. The paper recommends that educators, parents, policymakers, and special education professionals collaborate to integrate resilience-building strategies into educational frameworks to ensure equitable and empowering learning experiences for all learners with disabilities.},
        keywords = {Resilience, Learners with Disabilities, Inclusive Education, Special Education},
        month = {},
        }