title: What learning disability does: sustaining the ideology of schooling.
abstract: This article uses discourse theory to determine what kind of relationship learning disabilities have with taken-for-granted assumptions of schooling and the social and political contexts in which schools are situated. The authors argue that learning disabilities, by helping to explain several contradictions and anomalies of schooling, function to sustain dominant assumptions underlying schooling and society. From this perspective, the field of learning disabilities plays a role in maintaining a status quo in which the inequitable distribution of social goods in society is seen as the "natural" consequence of an "equitable" meritocracy. The authors call on learning disabilities practitioners to augment the support they offer students with efforts to actively confront the inequities of schooling and society.
authors.affiliation: Faculty of Education, York University, Toronto, Ontario, Canada.
authors.forename: C
authors.initials: C
authors.lastname: Dudley-Marling
authors.forename: D
authors.initials: D
authors.lastname: Dippo
mesh_terms: D004519:Education, Special / Q000191:economics; D006801:Humans; D007859:Learning Disabilities; D012574:Schools; D013663:Teaching