Curt Dudley-Marling

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Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins with a(More)
It has been widely reported that an external locus of control is associated with children who experience failure. A review of the relevant literature indicates that learning disabled children, like other groups of children who have experienced failure, are more likely to exhibit an external locus of control than their normally achieving peers. In(More)
This article uses discourse theory to determine what kind of relationship learning disabilities have with taken-for-granted assumptions of schooling and the social and political contexts in which schools are situated. The authors argue that learning disabilities, by helping to explain several contradictions and anomalies of schooling, function to sustain(More)
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