|The Discursive Practice of Learning Disability: Implications for Instruction and Parent-School Relations|
D. Kim Reid,
Uploaded by: Pocket Masters
Pockets: D. Kim Reid Collection, Curriculum & Teaching (Department), Teachers College Faculty, Health & Behavior Studies, Learning Dis/Ability & Dis/Ability Studies, Reading and Learning Disabilities, Teachers College Program Collections
Tags: Educational Practices, Learning disabilities
Description/Abstract: 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.