Legendary LD: Learning Disabilities, Creativity, and Social Class

Chris Hale

Abstract


In this paper I draw on several data sources to make the case that the attribution of superior creative resources and related alternative and/or enhanced cognitive styles to Learning disabilities (LD) was embedded within the original conception of LD and continues to be propagated by many in the LD community. I conclude by offering an exploration of the political/ethical consequences of this discursive practice.

Keywords


dyslexia; learning disabilities; social class; creativity

Full Text:

HTML


DOI: http://dx.doi.org/10.18061/dsq.v35i1.3806

Copyright (c) 2015 Chris Hale



Beginning with Volume 36, Issue No. 4 (2016), Disability Studies Quarterly is published under a Creative Commons Attribution-NonCommercial-NoDerivatives license unless otherwise indicated. 

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact the web manager, Maureen Walsh. Disability Studies Quarterly is published by The Ohio State University Libraries in partnership with the Society for Disability Studies.

ISSN: 2159-8371