The concept of the learning disability is relatively new, having been constructed identified within the past fifty to sixty years (Sleeter, 2010). Surprisingly, the construct of the learning disability hinges upon creation of an ideological standard of normal; the implicit assumption that we as educators know what constitutes right or normal attitudes or behavior, and that anything which falls outside of normal is a potential disability (Sleeter, 2010). These are unproven assumptions, rather than empirical, data-driven fact, and form the backbone for current definition, assessment, and interventional methods (Sleeter, 2010). There are multiple theories behind the social construction of Continue reading...
