'She has different fits to me': How people with learning difficulties see themselves

People with learning difficulties often appear to experience significant incongruence between their categorical identity as someone with learning difficulties and their self-identity. This paper draws on research undertaken with 60 young adults, and their parents or carers to examine the nature of that incongruence. We conclude that it is based almost entirely in discursive relationships, whereas experiential and power relationships promote incorporation of categorical identity into self-identity. We call for move careful consideration and open discussion of the ways in which the categorical identity of people with learning difficulties is handled in discursive relations with them.