Main Article Content
learning disabilities, disability studies, impairment
We propose an alliance between disability studies (DS) and the field of learning disabilities (LD); an alliance based on the need for shared research ethics and a critique of contemporary educational practices that perpetuate misunderstandings and marginalization of disabled students. The positivist thinking that has permeated both research and instruction in LD has resulted in significant minority overrepresentation. Not only could LD benefit from DS social analyses and humanities scholarship, but DS could become a more inclusive, more representative discipline.
Anderson, G. L. (1995). Critical constructivist research and special education: Expanding our lens on social reality and exceptionality. Remedial and Special Education, 16(3), 142-149.
Artiles, A. J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 75(2), 164-202.
Barton, L. (1998). Sociology, disability studies and education: Some observations. In T. Shakespeare (Ed.), The disability reader: Social science perspectives (pp. 1-26). London: Cassell.
Baynton, D. (2004). Disability and citizenship in American history. Paper presented at Modern Language Association and Emory University sponsored “Disability Studies and the University” Conference, Atlanta, March.
Bender, W. N., Rosenkrans, C. B., & Crane, M. K. (1999). Stress, depression, and suicide among students with learning disabilities: Assessing the risk. Learning Disability Quarterly, 22(2), 143-156.
Biklen, D. (1985). Mainstreaming: From compliance to quality. Journal of Learning Disabilities, 18(1), 58-61.
Biklen, D. (1988). The myth of clinical judgment. Journal of Social Issues, 44(1), 511-521.
Biklen, D., & Zollers, N. (1986). The focus of advocacy in the LD field. Journal of Learning Disabilities, 19(10), 579-586.
Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the national longitudinal transition study. Exceptional Children. 62(5), 399-413.
Brantlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and practice in Special Education. Review of Educational Research, 67(4), 425-459.
Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and justifies school advantage. New York: Taylor & Francis, Inc.
Brosnan, F. L. (1983). Overrepresentation of low-socioeconomic minority students in special education programs in California. Learning Disability Quarterly, 6(4), 517-525.
Broun, L., & Heshuisus, L. (2004). Meeting the abled?/disabled? self when researching the lives of women. Disability Studies Quarterly, 24(2), 1-20.
Carrier, G. (1986). Learning disability: Social class and the construction of inequality in American education. New York: Greenwood Press.
Corker, M., & Shakespeare, T. (2002). Disability/postmodernity: Embodying disability theory. New York: Continuum.
Cherryholmes, C. H. (1993). Reading research. Journal of Curriculum Studies, 25(1), 1-32.
Collins, K. M. (2003). Ability profiling and school failure: One child’s struggle to be seen as competent. Mahwah, NJ: Lawreance Erlbaum Associates.
Darder, A., Baltodano, M., & Torres, R. D. (Eds.). (2003). The critical pedagogy reader. New York: Routledge Falmer.
Darke, P. (1998). Understanding cinematic representations of disability. In. T. Shakespeare (Ed.), The disability studies reader: Social science perspectives (pp. 181-197). London: Cassell.
Davis, L. J. (1997). Constructing normalcy: The bell curve, the novel and the invention of the disabled body in the nineteenth century. In L. J. Davis, (Ed.), The disability studies reader (pp. 9-28). New York: Routledge.
Davis L. J. (1997). Nude venuses, medusa’s body, and phantom limbs: Disability and visuality. In D.T. Mitchell & S.L. Snyder (Eds.), The body and physical difference: Discourses of disability (pp. 51-70). Ann Arbor: University of Michigan Press.
Dudley-Marling, C. (2004). The social construction of Learning Disabilities. Journal of Learning Disabilities, 37(6), 482-489.
Dudley-Marling, C., & Dippo, D. (1995). What learning disability does: Sustaining the ideology of schooling. Journal of Learning Disabilities, 28, 406-414.
Erevelles, N. (2000). Educating unruly bodies: Critical pedagogy, disability studies, and the politics of schooling. Educational Theory, 50(1), 25-47.
Ferri, B., & Connor, D. (2005). Tools of exclusion: Race, disability, and (re)segregated education. Teachers College Record, 107(3), 453-474.
Fleischer, D. Z., & Zames, F. (2001). The disability rights movement: From charity to confrontation. Philadelphia: Temple University Press.
Foucault, M. (1981). Power/knowledge: Selected interviews & other writings 1972-1977 (C. Gordon, L. Marshall, J. Mepham & K. Soper, Trans.). New York: Pantheon Books.
Foucault, M. (1994). The birth of the clinic: An archaeology of medical perception. (A.M.S. Smith, Trans.). New York: Vintage Books.
Freire, P. (1970). Pedagogy of the oppressed. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 150-158). New York: Routledge.
Gallagher, D. J. (2001). Neutrality as a moral standpoint, conceptual confusion and the full inclusion debate. Disability and Society, 16, 637-654.
Gallagher, D. J. (2004). The importance of constructivism and constructivist pedagogy for disability studies in education. Disability Studies Quarterly, 24(2) 1-15.
Gee, J. P. (1999). Critical issues: Reading and the new literacy studies: Reframing the National Academy of Sciences Report on Reading. Journal of Learning Research, 31(3), 355-374.
Gersten, R. L. (1994). The language-minority student and special education: Issues, trends, and paradoxes. Exceptional Children, 60(4), 310-322.
Ghai, A. (2002). Disability in the Indian context: Post-colonial perspectives. In M. Corker & T. Shakespeare (Eds.), Disability/postmodernity: Embodying disability theory (pp. 88-101). London: Continuum.
Goffman, E. (1963). Stigma. New York: Simon & Schuster.
Grumet, M. (1981). Pedagogy for patriarchy: The feminization of teaching. Interchange, 12, 165-184.
Greene, M. (2003). In search of a critical pedagogy. In A. Darder, M. Baltodano, & R.D. Torres (Eds.), The Critical Pedagogy Reader (pp. 97-113). New York: Routledge Falmer.
Hall, S. (2000). Representation: Cultural representations and signifying practices. London: Sage.
Hehir, T. (2002). Eliminating abelism in education. Harvard Educational Review, 72, 1-32.
Heshusius, L. (1989). The Newtonian Mechanistic Paradigm, Special Education, and contours of alternatives: An overview. Journal of Learning Disabilities, 22(7), 403-413.
Individuals with Disabilities Education Act, 20 U.S.C., 1400-1487 (1997).
Kavale, K. A., & Forness, S. R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
Kudlick, C. (2003). Disability history: Why we need another “other.” The American Historical Review, 108(3), 763-793.
Levine, S. L., & Osbourne, S. (1989). Living and learning with dyslexia. Phi Delta Kappan, 70(8), 594-598.
Linton, S. (1998). Claiming disability: Knowledge and identity. New York: New York University Press.
Lipsky, D. K., & Gartner, A. (1997a). Inclusion and school reform: Transforming America’s classrooms. Baltimore, MD: Paul H. Brookes Publishing Co.
Lipsky, D. K., & Gartner, A. (1997b). Lipsky and Gartner respond to Hehir. Harvard Educational Review, 67(Fall), 601-602.
Longmore, P. (2003) Why I burned my book and other essays on disability. Philadelphia, PA: Temple University Press.
Losen, D. J., & Orfield, G. (2002). Racial inequality in special education. Cambridge, MA: Harvard Educational Press.
Macmillan, D. L., Gresham, F. M., & Forness, S. R. (1996). Full inclusion: An empirical perspective. Behavior Disorders, 21(2), 145-159.
McDermott, R., & Varenne, H. (1998). Successful failure: The school America builds. Boulder, Colorado: Westview Press.
Mitchell, D. T., & Snyder S. L. (2000). Narrative prosthesis: Disability and the dependencies of discourse. Ann Arbor, MI: University of Michigan Press.
Moore, M., Beazley, S., & Maelzer, J. (1998). Researching disability issues. Philadelphia: Open University Press.
Noddings, N. (1994). An ethic of caring and its implications for instructional arrangements. In L. Stone (Ed.), The education feminism reader (pp. 171-183). New York: Routledge.
Peters, J. (2002). Is there a disability culture? Disability and Society, 15(4), 583-601.
Poplin, M. S. (1988). Holistic/Constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21(7), 401-416.
Poplin, M. S., & Wright, P. (1983). The concept of cultural pluralism: issues in special education. Learning Disability Quarterly, 6(4), 367-371.
Powell, J. (2003). Constructing Disability and social inequality early in the life course: The case of special education in Germany and the United States. Disability Studies Quarterly, 23(2), 57-75.
Price, J., & Shildrick, M. (2002). Bodies together: Touch, ethics and disability. In M. Corker & T. Shakespeare (Eds.), Disability/postmodernity: Embodying disability theory (pp. 62-76). London: Continuum.
Reid, D. K., & Button, L. J. (1995). Anna's Story: Narratives of personal experience about being labeled Learning Disabled. Journal of Learning Disabilities, 28(10), 602-614.
Reid, D. K., & Valle, J. W. (2005). A constructivist perspective from the emerging field of disability studies. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice. Second Edition. New York: Teachers College Press.
Reid, D. K., & Valle, J. W. (2004). The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities 37(6), 466-482.
Rickover, H. G. (1957). The education of our talented children. East Orange, NJ: Thomas Alva Edison Foundation.
Rodis, P., Garrod, A., & Boscardin, M. L. (2001). Learning disabilities and life stories. Needham Heights, MA: Allyn & Bacon.
Ross-Gordon, J. M. (2002). Sociocultural contexts of learning among adults with disabilities. New Directions for Adult and Continuing Education, 96 (Winter), 47-57.
Scanlon, D., Boudah, D., & Elksnin, L. K. (2003). Important publications in the field of LD in light of imminent topics. Learning Disability Quarterly, 26(3), 215-224.
Shakespeare, T. (1994). Cultural representations of disabled people. Disability and Society, 14(5), 283-299.
Shuttleworth, R. P. (2002). Defusing the adverse context of disability and desirability as a practice of the self for men with cerebral palsy. In M. Corker & T. Shakespeare (Eds.), Disability/postmodernity: Embodying disability theory (pp. 112-127). London: Continuum.
Siegel, L. S. (1989). Why we do not need intelligence test scores in the definition and analyses of learning disabilities. Journal of Learning Disabilities, 22(8), 514-518.
Siegel, L. S. (1995). Does the IQ God exist? Alberta Journal of Educational Research, 41(3), 283-288.
Skrtic, T. M. (1995). Disability and democracy: Reconstructing (special) education for postmodernity. New York: Teachers College Press.
Sleeter, C. E. (1995). Radical structuralist perspectives on the creation and use of learning disabilities. In T. M. Skrtic (Ed.), Disability and democracy: Reconstructing (special) education for postmodernity (pp. 153-165). New York: Teachers College Press.
Sleeter, C. E. (1986). Learning disabilities:The social construction of a special education category. Exceptional Children, 53(1), 46-54.
Smith, P. (2004) Whiteness, normal theory, and disability studies, Disability Studies Quarterly, 24(2), 1-21.
Smith, R. M., & Erevelles, N. (2004). Toward an enabling education: The difference that disability makes. New York, NY: Routledge Falmer.
Stiker, H. (2002). A history of disability (W. Sayers, Trans.). Ann Arbor, MI: University of Michigan Press.
Swanson, H. L. (2000). Issues facing learning disabilities. Learning Disability Quarterly, 23(1), 37-50.
Taylor, F. W. (1911). The principles of scientific management. New York: Dover.
Thomas, C. (1999). Female forms: Experiencing and understanding disability. Philadelphia: Open University Press.
Thomas, G., & Loxley, A. (2001). Deconstructing special education and constructing inclusion. Philadelphia: Open University Press.
Thomson, R. G. (1999). The new disability studies: Inclusion or tolerance? ADFL Bulletin, 31(1), 49-53.
Trumbull, R. (1991). Dyslexia: A survivor's story. Journal of Learning Disabilities, 24(2), 121-123.
Tucker, J. A. (1980). Ethnic proportions in classes for the Learning Disabled: Issues in nonbiased assessment. Journal of Special Education, 14(1), 93-105.
Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press.
Tomlinson, C. A., Callahan, C. M., Tomchin, E. M., & Eiss, N. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Ware, L. (2001). Writing, identity, and the other: Dare we do disability studies? Journal of Teacher Education, 52(2), 107-123.
Wilson, J. C. (2000). Making disability visible: How disability studies might transform the medical and science writing classroom. Technical Communication Quarterly, 9(2), 149-161.
Wong, B. Y. L. (Ed.). (2004). The discursive practice of learning disability [Special issue]. Journal of Learning Disabilities, 37(6).
Zhang, D., & Katsiyannis, A. (2002). Minority representation in special education: A persistent challenge. Remedial and Special Education, 23(3), 180-187.