Constructing learning disability via dialogue: the intersection between practice and theory, between the clinic and academia…

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Abstract

This article is a response to a call from Metalogos for papers concerning the ‘process and contexts of learning’. The conversation highlights the symbiosis between the practitioner and the academic. The conversation concerns systemic and social constructionist approaches to disability and is contextualised by Critical Disability Studies. Karl and Mark are long-standing colleagues and what is explored here textually has been the subject of conversations had over many years. We explore different positions (or invitations) of learning disability. These are as a ‘gap’ - between the person's actions or attributes and culturally constructed norms; as a ‘relational sign’ and invitation to notice the relational nature of life, to scrutinise our values and adjust our responses to facilitate inclusion; and finally an ‘appreciative’ invitation, an invitation to seek abilities, skills, and gifts that the deficit or 'gap' position might obscure. We invite the reader to add other voices to the conversation.
Original languageEnglish
Pages (from-to)1-16
Number of pages16
JournalMetalogos
Issue number37
Publication statusPublished - 24 Jul 2020

Keywords

  • Systemic
  • Social Construction
  • Learning Disability
  • intellectual disability
  • Critical Disability Studies (CDS)
  • pub_permission_granted

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