The Discursive Practice of Learning Disability

  title={The Discursive Practice of Learning Disability},
  author={D. Kim Reid and Jan Weatherly Valle},
  journal={Journal of Learning Disabilities},
  pages={466 - 481}
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… 

Broadening Our Horizons: Toward a Plurality of Methodologies in Learning Disability Research

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Self-determination and academic engagement of students with learning disabilities in a special education context

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Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders

Abstract The article describes the work of critical special education scholars and teacher educators in the field of Disability Studies who challenge the fundamental assumptions on which special

The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States

Current special education research involving children labeled with significant intellectual and developmental disabilities (SIDD) has been based on ideologies that frame teaching and learning as the

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Discourses of Difference and the Overrepresentation of Black Students in Special Education

  • K. Jordan
  • Education
    The Journal of African American History
  • 2005
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The Disproportionate Representation of African Americans in Special Education

The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental

The Reductionistic Fallacy in Learning Disabilities

  • M. Poplin
  • Psychology
    Journal of learning disabilities
  • 1988
It is the author's contention that the reductionistic fallacy undergirds the efficacy problems that have plagued the field since its inception.

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A number of American special educators have recently stated that new professional practices should undergo a process of 'scientific validation' whereby researchers decide the effectiveness or value

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Who holds ultimate authority for the education of America's children - teachers or parents? Although the relationship between home and school has changed dramatically over the decades, William

Bridging the Special Education Divide

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