ERIC Number: ED451672
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Pedagogy, Observation and the Construction of Learning Disabilities.
Christensen, Carol A.; Baker, Carolyn D.
This report discusses the outcomes of a project that examined the social and contextual factors that underpin the identification of elementary students as having learning disabilities. Data were collected in a primary education classroom in Queensland, Australia. Initially the teacher was interviewed on teaching practices, the literacy curriculum, and the students in her class. Videotapes of literacy lessons were taken regularly throughout the year. Additionally, the teacher was interviewed while watching a videotaped lesson to explain the reasons for her practices and her interpretations of students' behavior. Analyses explored the ways in which classroom practice structured who was identified as having learning disabilities and why this decision was made. Pedagogical practices affected what and how students learned about literacy and shaped teacher opportunities to observe student understanding about literacy. Question-answer sequences were one of the primary sources of information the teacher had about students' literacy knowledge. The other source of information was a seatwork activity which followed the dialogue segment of the lesson. The components of the lesson were the main basis on which the teacher made judgments about who had learning disabilities, indicating the fundamental role pedagogy played in learning disabilities identification. (Contains 19 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia