Learning Disabilities and the New Reductionism

H. van Diek · Journal of Learning Disabilities · 2005

Summary

The response to the discursive analysis is organized around two major themes: (a) the issue of balance in the scholarship on learning disabilities (LD) and (b) the centrality of the discourse of general education tothe discourse of LD.

Type: article
Published: 2005-03-01
Cited by: 3
References: 9
Access: Open access
DOI: https://doi.org/10.1177/00222194050380020701
PubMed: https://pubmed.ncbi.nlm.nih.gov/15813599/
OpenAlex: https://openalex.org/W15813599
Semantic Scholar: https://api.semanticscholar.org/CorpusID:1619328

Keywords

Philosophy

References

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Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space.Alfredo J. Artiles — 2003
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Ways with Words: Language, Life and Work in Communities and ClassroomsMichael Paffard, Shirley Brice Heath — 1983
Handicapping the Handicapped: Decision Making in Students' Educational Careers.Hugh Mehan, Alma Hertweck, J. Lee Meihls — 1988
Culture as Disability.Ray McDermott, Hervé Varenne — 1995
Learning Disability: Social Class and the Construction of Inequality in American Education.James W. Michaels, James G. Carrier — 1988
Understanding practice: Beneath the skin and between the ears: A case study in the politics of representationH. Mehan — 1993
Understanding practice: The acquisition of a child by a learning disabilityR. McDermott — 1993

Cited by

Students with disabilities: Post-secondary voices and universal design for learningShirley A. Coomber — 2006
Learning Disabilities as a Non-negative Ontology: Mental Hygiene, Medicalization and EducationTzy Horng Sai — 2009
What's hope got to do with it? A narrative inquiry into the hope levels of high school students diagnosed with soft disabilitiesCynthia L. Norbeck — 2016

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