title: The discursive practice of learning disability: Implications for instruction and parent-school relations.
abstract: 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.
authors.affiliation: Department of Curriculum and Teaching, Teachers College, Columbia University, New York, NY 10027, USA.
authors.forename: D Kim
authors.initials: DK
authors.lastname: Reid
authors.forename: Jan Weatherly
authors.initials: JW
authors.lastname: Valle
mesh_terms: D035843:Biomedical Research / Q000639:trends; D002648:Child; D004519:Education, Special / Q000941:ethics / Q000592:standards*; D004995:Ethics, Professional; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D010287:Parent-Child Relations; D011057:Politics; D012574:Schools; D012935:Social Justice