The social construction of learning disabilities.
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 classif...
| Publicado en: | Journal of Learning Disabilities Vol. 37; no. 6; pp. 482 - 490 |
|---|---|
| Autor principal: | |
| Formato: | Journal Article |
| Publicado: |
Sage Publications Inc.
Nov/Dec2004
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106581891&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106581891 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: 106581891 106581891 2005037563 NLM15586466 106581891 ppf: 482 ppct: 8 formats: tig: atl: The social construction of learning disabilities. aug: au: Dudley-Marling C affil: Boston College, Lynch School of Education, Chestnut Hill, MA 02467 sug: subj: Learning Disorders Psychosocial Factors Sociological Theory Teaching Methods Attitude to Disability Child Faculty-Student Relations Learning Theory Social Attitudes Child: 6-12 years ab: 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 alternative perspective - social constructivism - that locates learning and learning problems in the context of human relations and activity. Extended examples are used to illustrate how the performative aspects of learning disabilities emerge in the context of human relationships. The primary argument developed here is that one cannot be learning disabled on one's own. It takes a complex system of interactions performed in just the right way, at the right time, on the stage we call school to make a learning disability. The article concludes with a brief consideration of the instructional implications of a social constructivist stance. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|