In this study the authors offered a sort of backhanded framework of thinking about categories of disability; or more precisely they offered a framework for understanding what the categories are not. In essence they said that disability categories describe qualities “in” students only in the sense that educators and others happen to think of disability categories in this way. An equally reasonable way to think about disabilities, they argued, is that modern society is organized so that its citizens have to be classified for many different reasons. Educators are simply helping to implement this society-wide expectation. A frequent result in classrooms is that teachers classify students too easily and that key evidence of students' capacity is overlooked.
In making this argument, the authors implied an indirect recommendation about how to teach, though the recommendation actually focused on what teachers should not do. Instead of (mis)identifying children with learning difficulties, the authors implied, teachers and other educators should stop concerning themselves with classifying children, and seek to reorganize classrooms and schools so that classification is less important. “Change the school”, they wrote, “and LD becomes less relevant”. This conclusion may be an important reminder, but it is not especially helpful as a recommendation to practicing teachers, who usually need to know about more than what to avoid.
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