Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Intellectual Disability

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same journal

Looking Back With Logos the Cat: Unsettling the Gaze in Multispecies Research.

Qualitative inquiry : QI·2026

Same journal

Intersectionality Meets Infrastructure: Recruitment Matrices and Identity Overflow in Just Research.

Qualitative inquiry : QI·2026

Same journal

Beginning in Multiple Midst: Living Alongside in Narrative Inquiry.

Qualitative inquiry : QI·2026

Same journal

Exploring the Relational Commitments of Negotiating Narrative Accounts in Narrative Inquiry.

Qualitative inquiry : QI·2025

Same journal

A Right to Know? Using Access to Information as Method in Critical Criminological Research.

Qualitative inquiry : QI·2025

Same journal

Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies.

Qualitative inquiry : QI·2025

See all related articles

Search research articles

Related Experiment Video

Updated: Jan 9, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Interpretive Methods in Disability Studies: Dyslexia Inflected Inquiry.

Tanya Titchkosky¹

¹University of Toronto, Ontario, Canada.

Qualitative Inquiry : QI

|December 1, 2025

Summary

This summary is machine-generated.

Disability studies offers a unique lens for social inquiry by examining how perceptions of disability, like dyslexia, reveal the social construction of interpretation. This approach highlights how understanding disability can illuminate the taken-for-granted processes of perception and meaning-making.

Keywords:

common-sense disability-perception disruption dyslexia impairment experience interpretive methods normative flow

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Related Experiment Videos

Last Updated: Jan 9, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Social Sciences
Disability Studies
Sociology of Interpretation

Background:

Disability studies provides a framework for analyzing how individuals interpret disability.
Impairment experiences can disrupt normative common-sense, offering insights into interpretive processes.
Perception of disability can create a 'pause' in everyday understanding, prompting reflection on interpretation.

Purpose of the Study:

To explore disability studies as an interpretive method for social inquiry.
To investigate how attention to dyslexia as an interpretive act influences social research.
To examine perception and disability-perception as critical junctures for understanding interpretation.

Main Methods:

Treating interpretive methods as inquiry into the social activity of interpretation.
Analyzing dyslexia as an integral part of interpretive activity.
Methodically engaging with appearances as interpretive encounters to study perception-as-interpretation.

Main Results:

Dyslexia serves as a 'primal scene' for understanding the social order of interpretation.
The perception of dyslexia reveals how normative expectations shape interpretations of language and literacy.
Dyslexia is examined as both a disruption and a sense-making device within literate culture.

Conclusions:

Disability perception, particularly through experiences like dyslexia, offers a valuable method for social inquiry.
Examining dyslexia illuminates the taken-for-granted social construction of interpretation and normative values.
The study underscores the utility of disability studies in revealing the complex interplay between perception, interpretation, and social order.