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The discursive practice of learning disability: Implications for instruction and parent-school relations
D Kim Reid1, Jan Weatherly Valle
1Department of Curriculum and Teaching, Teachers College, Columbia University, New York, NY 10027, USA.
Journal of Learning Disabilities
|December 14, 2004
Summary
Learning disabilities research must broaden its scope, recognizing that learning disabilities are not fixed but are shaped by history and culture. Educators are ethically bound to create inclusive educational practices for all children.
Area of Science:
- Education Policy
- Disability Studies
- Social Justice
Background:
- Education is inherently political in a democracy.
- Social justice is a shared responsibility, with educators playing a key role.
- Segregated schooling is neither equitable nor equal.
Purpose of the Study:
- To broaden the scope of learning disabilities (LD) research and practice.
- To advocate for a more political vision of the LD field, informed by Disability Studies in Education.
- To challenge traditional notions of learning disabilities.
Main Methods:
- Analysis of primary extant discourses in the field of learning disabilities.
- Argumentation for a more comprehensive and political vision.
- Drawing conclusions based on ethical considerations and social justice principles.
Main Results:
- Learning disabilities are not objective facts but are historically and culturally determined.
- Disability is conceptualized as both a personal and a societal attribute.
- Learning disabilities are not immutable and can be changed through practice.
Conclusions:
- Researchers and educators must adopt a more political and inclusive approach to learning disabilities.
- Educational practices should be transformed to welcome and accommodate all children.
- Rethinking the LD field is essential for achieving social justice in education.