ERIC Number: EJ695563
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
The Discursive Practice of Learning Disability: Implications for Instruction and Parent-School Relations
Reid, D. Kim; Valle, Jan Weatherly
Journal of Learning Disabilities, v37 n6 p466-481 Nov-Dec 2004
This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A