Cover Image
QR Code

The discursive practice of learning disability: implications for instruction and parent-school relations.

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 s...

Full description

Published in:Journal of Learning Disabilities Vol. 37; no. 6; pp. 466 - 482
Main Authors: Reid DK, Valle JW
Format: review Journal Article
Published: Sage Publications Inc. Nov/Dec2004
Online Access:View this record in EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106581889&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 106581889
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        00222194
        LED
      jtl: Journal of Learning Disabilities
      issn: 00222194
      maglogo: Y
    pubinfo:
      dt: Nov/Dec2004
      vid: 37
      iid: 6
      pid: 344
      pub: Sage Publications Inc.
      place: Thousand Oaks, California
    artinfo:
      ui:
        106581889
        106581889
        2005037561
        10.1177/00222194040370060101
        NLM15586465
        106581889
      ppf: 466
      ppct: 16
      formats:
      tig:
        atl: The discursive practice of learning disability: implications for instruction and parent-school relations.
      aug:
        au:
          Reid DK
          Valle JW
        affil: Department of Curriculum and Teaching, Teachers College, Columbia University, 525 West 120th St., New York, NY 10027
      sug:
        subj:
          Education Trends
          Learning Disorders In Infancy and Childhood
          Teaching Methods
          Attitude to Disability
          Child
          Education, Special
          Parental Role
          Social Attitudes
          Child: 6-12 years
      ab: 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 the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.
      pubtype: Academic Journal
      doctype:
        review
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N