The Social Construction of Learning Disabilities

  title={The Social Construction of Learning Disabilities},
  author={Curt Dudley-Marling},
  journal={Journal of Learning Disabilities},
  pages={482 - 489}
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 critique of the ideology of individualism that situates individual success and failure in the heads of individuals as a means of introducing an… Expand
How Many Learning Disabled Are There? The Rhetorical Power of Statistics in the Is-raeli Discourse on Learning Disabilities
The intention of this article is to problematize the current understanding of learning disabilities by scrutinizing the historical and social context in which they are embedded. The first part of theExpand
Ecological Congruence and the Identification of Learning Disabilities
BackgroundIn the debate about how to evaluate students suspected of having a learning disability, the role of context in learning has been consistently minimized in the United States.ObjectiveThisExpand
Education of Children with Learning Disabilities from the Social and Cultural Perspective
Abstract This article describes two contradictory discourses on learning disabilities, namely the medical and the socio-cultural one. The former looks for causes of learning difficulties in theExpand
Political, relational, and complexly embodied; experiencing disability in the mathematics classroom
The academic field of Disability Studies (DS) offers theoretical tools to understand how social practices intersect with embodiment, long a critical issue in DS because disability is a category ofExpand
The social construction of the mature student experience
Using a Social Constructionist lens, this study gathers fresh empirical data on the experience of a “Mature Student”, examining its multiple constructions, both objective and subjective, within theExpand
People with learning disabilities and the interpersonal construction of self-determination
People with learning disabilities experience limited self-determination and have very little opportunity to take control and make choices affecting their own lives (Stancliffe and Wehmeyer, 1998).Expand
Broadening Our Horizons: Toward a Plurality of Methodologies in Learning Disability Research
This article serves as an introduction to a special double issue of the Learning Disability Quarterly that seeks to engage the field in a respectful exchange about the need to expand researchExpand
Inclusive education complexly defined for teacher preparation: the significance and uses of error
ABSTRACT Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, IExpand
A Political Economy of Learning Disabilities
The invitation to participate in this issue of LDQ asked me to review my earlier contributions to learning disabilities research, reflect on trends since then, and offer suggestions or predictionsExpand
Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities
This article focuses on ways in which students with learning disabilities (LD) successfully self-manage the academic demands placed upon them when transitioning into college. Using a conceptualExpand


Understanding practice: The acquisition of a child by a learning disability
Conceived as a deficiency in capacity, feeblemindedness isolates the subject by virtue of that deficiency. In seeking a definite cause of feeblemindedness one is denying that it can have any meaningExpand
How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing☆
Abstract In this article, activity theory and conversation analysis frame a set of comparative ethnographic studies of how access to literacy learning was differentially constructed across nineExpand
Identity as an analytic lens for research in education
n today's fast changing and interconnected global world, researchers in a variety of areas have come to see identity as an important analytic tool for understanding schools and society. A focus onExpand
The social construction of reality : a treatise in the sociology of knowledge
A general and systematic account of the role of knowledge in society aimed to stimulate both critical discussion and empirical investigations. This book is concerned with the sociology of 'everythingExpand
Social Linguistics and Literacies: Ideology in Discourses.
Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities. This narrow interpretation of literacy, an offspring ofExpand
The course and conduct of medical research are only partly determined by medical investigators themselves. Science proceeds within legal, philosophical, and cultural bounds that are set by theExpand
Successful Failure: The School America Builds
* Introduction Herv Varenne and Ray McDermott. The Makings Of Some Educational Facts * Adam, Adam, Adam, and Adam R. McDermott and H. Varenne. * The House of Farell and the House of Kinney:Expand
Social Linguistics And Literacies: Ideology in Discourse
Part 1 Background: ideology and theory - the moral basis of discourse analysis literacy - from Plato to Freire background to the "new literacy studies". Part 2 Introduction to sociolinguistics:Expand
Cultural psychology: a once and future discipline?
  • M. Cole
  • Psychology, Medicine
  • Nebraska Symposium on Motivation. Nebraska Symposium on Motivation
  • 1989
This book discusses cross-Cultural Psychology, Cognitive Development, Culture, and Schooling, and a Multilevel Methodology for Cultural Psychology. Expand
Children and Families “At Promise”: Deconstructing the Discourse of Risk
Children and Families “At Promise”: Deconstructing the Discourse of Risk. Beth Blue Swadener and Sally Lubeck, eds. Albany: State University of New York Press, 1995. 288 pp.