Identity development is a fundamental aspect of a child’s emotional and psychological well-being. It shapes how they see themselves, interact with others, and engage with the world. For students with intellectual disabilities, fostering a strong, positive sense of identity is particularly crucial, as it influences their confidence, self-worth, and ability to navigate life’s challenges.
However, these students may face unique barriers in developing a positive identity, including societal misconceptions, limited opportunities for self-expression, and challenges in communication and decision-making.
By understanding and addressing these challenges, educators, caregivers, and support professionals can create environments that nurture a child’s self-esteem and sense of belonging. Visual strategies play a vital role in this process, offering structured, accessible ways for students with intellectual disabilities to explore and affirm their identities.
In this article, we will explore why positive identity development matters, the challenges students with intellectual disabilities may face, and practical strategies—particularly visual approaches—that can empower these students to develop a strong and resilient sense of self.
Readers can also download Dolly Bhargava's Using visual strategies to support and guide the development of a positive sense of identity of students with intellectual disabilities.
This valuable resource is also accompanied by the video 'Developing a Positive Identity':
What is Personal Identity?
Personal identity is the way individuals perceive themselves, encompassing their beliefs, values, abilities, and aspirations. It is a combination of self-awareness, self-perception, and the roles a person plays in different social settings. A sense of personal identity helps individuals navigate challenges with confidence, develop meaningful relationships, and establish a clear direction for their future.
For students with intellectual disabilities, fostering a positive identity is essential to building self-worth and self-esteem. When children see themselves as capable, valued, and unique individuals, they develop a greater sense of personal power—the belief that they have control over their actions and can make choices that shape their lives. This sense of agency is critical in supporting self-advocacy and independence.
In addition to feeling empowered in the present, personal identity is also tied to a personal future—the ability to envision possibilities, set goals, and feel hopeful about what lies ahead. When students develop a sense of who they are and what they can achieve, they are more likely to engage with learning, build meaningful connections, and pursue fulfilling experiences that align with their strengths and interests.
Helping students with intellectual disabilities strengthen their sense of personal identity requires intentional support, structured guidance, and strategies that make self-exploration accessible. Visual supports, storytelling, and strengths-based approaches can play a key role in reinforcing their understanding of who they are and what they are capable of achieving.
There are six key areas to identity development:
1. Sense of Self
A Sense of Self is the foundation of identity development. It involves understanding personal strengths, needs, and unique qualities. When young people recognise what makes them special, they develop self-worth and a positive self-image. Encouraging self-reflection through visual tools, such as personal identity maps or "All About Me" books, can help young people explore and express who they are in a structured and accessible way.
2. Sense of Competence
A Sense of Competence is about feeling capable and confident in one’s abilities. Young people need opportunities to develop skills, experience success, and build self-esteem. When they see their efforts lead to achievement—whether through academic tasks, life skills, or social interactions—they gain confidence in their own capabilities. Using structured, step-by-step visual supports and celebrating small victories can reinforce this sense of competence.
3. Sense of Self-Advocacy
A Sense of Self-Advocacy means recognising personal needs and learning to express them effectively. Young people with intellectual disabilities may face challenges in communication and decision-making, but empowering them to voice their preferences, ask for help, and make choices fosters personal power and independence. Visual choice boards, social scripts, and role-playing scenarios can support young people in developing self-advocacy skills in a way that feels safe and manageable.
4. Sense of Connectedness
A Sense of Connectedness comes from forming meaningful relationships and feeling a sense of belonging. Positive social interactions help students develop self-worth and emotional well-being. For students with intellectual disabilities, structured social opportunities, peer mentoring, and inclusive environments are essential in building connections. Using visual supports such as friendship charts and social stories can help reinforce positive relationship-building skills.
5. Sense of Purpose
A Sense of Purpose involves engaging in meaningful activities that bring joy and fulfillment. When young people participate in tasks that align with their interests, strengths, and values, they develop motivation and a sense of identity. Encouraging participation in hobbies, creative projects, or community involvement can help students feel valued and purposeful. Visual schedules, goal-setting charts, and structured activities can make these opportunities more accessible and engaging.
6. Sense of Future
A Sense of Future helps students envision possibilities, set goals, and feel hopeful about what lies ahead. Having a personal future gives students motivation and direction, encouraging them to work toward both short- and long-term aspirations. Supporting students in goal-setting through vision boards, step-by-step goal planners, and structured discussions about future possibilities can help them develop a sense of optimism and ambition.
Challenges Faced With Positive Identity Development in Young People with Moderate Intellectual Disabilities
Developing a positive identity can be challenging for young people with moderate intellectual disabilities due to a range of personal, social, and environmental factors. These challenges can impact their self-worth, self-esteem, personal power, and overall ability to develop a sense of who they are and what they can achieve. Understanding these challenges is crucial in creating supportive environments that foster identity development.
Limited Self-Awareness and Self-Expression
Many young people with moderate intellectual disabilities struggle with understanding and articulating their own thoughts, feelings, and experiences.
This can make it difficult for them to develop a Sense of Self and recognise their own strengths and uniqueness. Without structured opportunities for self-reflection, self acceptance and expression, they may feel disconnected from their personal identity.
Low Self Esteem and Doubts About Competence
Young people with intellectual disabilities often face academic and social struggles, which can lead to feelings of frustration, inadequacy, and low self-esteem. They may compare themselves to peers without disabilities and feel as though they are less capable, impacting their Sense of Competence.
Difficulty Advocating for Themselves
A Sense of Self-Advocacy is critical for personal empowerment, but many young people with moderate intellectual disabilities struggle to express their needs, preferences, and choices. This can lead to dependency on others and missed opportunities for autonomy.
Social Isolation and Exclusion
Many young people with intellectual disabilities experience social isolation due to difficulties in forming friendships, lack of inclusive environments, or being misunderstood by their peers. This can weaken their Sense of Connectedness and make it harder for them to feel accepted.
Lack of Opportunities to Engage in Meaningful Activities
Without access to hobbies, work experiences, or personal projects, students may struggle to develop a Sense of Purpose. If they do not see their contributions as valuable, they may feel unmotivated or disconnected from their own potential.
Limited Exposure to Future Possibilities
Many young people with moderate intellectual disabilities struggle with developing a Sense of Future because they may not be encouraged to think about their long-term goals. Without support in goal-setting, they may feel uncertain about what they can achieve.
Using Visual Strategies to Help Young People Develop Positive Identity
At home and at school, family members and teachers can promote the development of positive identity in young people with intellectual disabilities with visual strategies.
Visual strategies, such as charts, cue cards, picture schedules, and structured worksheets, help students process information more effectively. These tools support communication, reduce anxiety, and provide clear guidance on how to navigate daily experiences.
Visual strategies play an important role in helping adolescents with intellectual disabilities feel good in their lives and education with a sense of purpose and a better future through positive identity development.
Let's work through the six key areas of identity development as we offer ways to help and support with visual strategies:
Building a Sense of Self
Encouraging students to reflect on various aspects of their identity helps them build self-worth and confidence in who they are. Visual tools such as identity charts, “All About Me” worksheets, and self-reflection journals can guide this exploration.
Use the following categories of self to work through different ideas of self with the student:
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Academic Self – What subjects do they enjoy? What skills do they feel confident in?
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Social Self – Who are their friends? What activities make them happy?
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Communication Self – What ways do they prefer to express themselves (e.g., talking, writing, using visuals)?
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Creative Self – What hobbies or creative activities interest them?
Using picture-based worksheets that allow students to choose from images, symbols, or words can help them articulate their personal strengths and preferences. These tools create a safe space for self-expression, allowing students to develop a clearer understanding of their individuality.
A strong sense of self includes recognising both strengths and areas for growth. Students should be encouraged to see their abilities in a positive light while also understanding that everyone has challenges they are working on.
Visual strategies that can support this include:
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"My Strengths and Skills" posters – A chart where students list or illustrate things they are good at.
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"Things I Want to Get Better At" worksheets – Helping students set realistic and encouraging personal growth goals.
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"What Makes Me Unique" visual organisers – Combining drawings, words, and photos to highlight their personality, talents, and interests.
Positive reinforcement is key to helping young people internalise a strong self-identity. Using visual affirmation boards, daily positive notes, or photo collages of achievements can remind students of their value and progress.
Teachers and caregivers can also create visual self-affirmation routines, where students select or create statements like:
- "I am good at __."
- "I am a kind and helpful person."
- "I am learning new things every day."
By consistently using visual strategies to help students explore and affirm their identities, we can support them in developing a strong sense of self, which forms the foundation for confidence, resilience, and self-worth.
Encouraging a Sense of Competence
A sense of competence develops when students feel capable, successful, and confident in their abilities. For young people with intellectual disabilities, fostering this sense requires structured opportunities to learn, practice, and succeed in a way that feels manageable and encouraging. Visual strategies play a key role in breaking tasks down, providing clear guidance, and celebrating progress.
Complex tasks can feel overwhelming, but breaking them into smaller, achievable steps helps students process information more effectively and build confidence as they progress.
Visual tools to support step-by-step learning:
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Task breakdown charts – A sequence of pictures or written steps that visually map out how to complete an activity.
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First-Next-Then boards – Simple visual aids that show students what to do first, what comes next, and what to expect after completing the task.
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Process flowcharts – A structured way to display decision-making steps, such as "If I get stuck, I can ask for help."
By using these tools, students gain clarity and structure, reducing anxiety and helping them feel capable and in control of their learning.
Promoting Self Advocacy
Self-advocacy is a critical skill that empowers students with intellectual disabilities to express their needs, make decisions, and take an active role in their own lives. Many students may struggle with communication, confidence, or knowing when and how to seek support, making it essential to teach self-advocacy explicitly. Visual strategies can provide structure and clarity, helping students recognise their needs, identify appropriate support, and express themselves effectively.
One of the first steps in self-advocacy is self-awareness—understanding when something is challenging and knowing that asking for help is okay.
Visual tools to support this skill:
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"How Am I Feeling?" emotion charts – Helping students identify when they are frustrated, confused, or overwhelmed.
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Traffic light cards – Green for "I'm okay," yellow for "I need help soon," and red for "I need help now."
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Self-check posters – Encouraging students to assess their understanding (e.g., "Do I understand this? Yes/No/Maybe").
These strategies help students recognise their own needs and limits, reducing frustration and increasing their ability to self-advocate.
Strengthening Social Connections
A sense of belonging is fundamental to identity development. Feeling connected to peers, teachers, and the community helps young people with intellectual disabilities develop self-worth, confidence, and a strong sense of identity. However, many students face difficulties with social interaction, communication, and forming friendships, making it essential to provide structured visual strategies to support relationship-building.
One effective approach is the Circle of Connections strategy, which helps students identify supportive peers and build meaningful social relationships in a structured and accessible way.
The Circle of Connections strategy helps students understand their social network and recognise who they can turn to for support.
Students may struggle to recognise who their friends are or who they can rely on in different situations. A visual social map helps them categorise and identify the people in their lives.
Visual tools to support this step:
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"My Circle of Friends" diagrams – A layered chart that visually organises people into categories such as "Close Friends," "Classmates," and "Helpers."
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Friendship web worksheets – Students draw connections between themselves and their social groups to see how they fit in.
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Photo-based social networks – Using pictures of classmates, teachers, and family members to help students recognise familiar and supportive people.
Students with intellectual disabilities may struggle to navigate social environments like the playground, lunchroom, or group activities. Assigning “social helpers” gives them a structured support system and encourages positive peer interactions.
Ways to implement social helper roles:
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Visual Helper Charts – Assigning peers to different roles, such as "Lunch Buddy," "Recess Friend," or "Group Project Partner."
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Helper Badges or Stickers – A visual cue that reminds students who they can turn to for support.
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Role-Playing Scenarios – Practicing interactions with their assigned helpers through guided activities.
By giving students clear, visual reminders of their social supports, they feel more confident engaging with peers and navigating social situations.
Helping Students Find a Sense of Purpose
A sense of purpose fosters motivation, self-worth, and identity. For students with intellectual disabilities, structured visual strategies can help them discover what matters to them and see the impact of their actions.
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Identify Interests – Use choice boards or interest charts to explore what students enjoy and value.
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Engage in Meaningful Activities – Encourage participation in hobbies, clubs, or volunteer roles suited to their strengths.
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Reflect on Contributions – Use a "Purpose Journal" worksheet to record positive actions, reinforcing their value to others.
By making purpose visible and structured, students develop a clearer sense of identity and motivation.
Supporting a Positive Sense of Future
Students with disabilities may struggle to envision their future. Visual strategies can help them set realistic, meaningful goals and develop optimism.
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Explore Future Possibilities – Use career choice boards or discussion prompts to introduce different paths.
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Set Goals Visually – Use SMART goal charts or step-by-step planners to make ambitions tangible.
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Focus on Strengths – Encourage students to connect their abilities with future aspirations through strength-based reflection sheets.
By making the future concrete and accessible, students build confidence and motivation to pursue their goals.
Final Thoughts
Fostering a positive identity in students with intellectual disabilities is essential for building their confidence, self-worth, and independence. By addressing the unique challenges they face and implementing structured visual strategies, we can empower them to develop a sense of self, competence, advocacy, connectedness, purpose, and future.
Visual supports break down barriers, making identity development more accessible and meaningful. Whether through self-reflection tools, social connection strategies, goal-setting visuals, or structured choice-making, these approaches provide students with the clarity, encouragement, and support they need to thrive.
By nurturing a positive identity, we are not only helping students build resilience and confidence in the present but also laying the foundation for a fulfilling and self-directed future.