In this paper, the author sidles up to the "problema" of identifying children as having a learning disability (LD) in the USA to ascertain what an analysis of limping characters, limping readers and limping rhythms might teach individuals about justice. In much current educational literature children labelled LD circulate as "maimed individuals" within a negative ontology of disability, located liminally between extremes of a non-reading madness and a reading form of genius or giftedness. The effort to identify children as learning disabled operates as a particularly apt symbol in the educational field in several ways: it marks how modern schooling has historically been conceived as a supplement to human nature, however defined; it highlights public school systems' relation to selectivity; and it brings to a peak whether normalization-differentiation processes constitute a form of justice. In this light, the grounds for success and failure, for disappointment, depression, despair and even self-disgust seem built into an educational system's (non)formation. In sidling up to debates over learning disability the author draws on Jim Ferris's step toward a crippled poetics. In "The Enjambed Body: A Step Towards a Crippled Poetics" (2004), Ferris deliberately writes a limping meter into his poem about his love of his body and his limp. (Contains 29 notes.)