Taking on a Learning Disability

At the Crossroads of Special Education and Adolescent Literacy Learning

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Special Education, Learning Disabled
Cover of the book Taking on a Learning Disability by Erin McCloskey, Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Erin McCloskey ISBN: 9781617357886
Publisher: Information Age Publishing Publication: August 1, 2012
Imprint: Information Age Publishing Language: English
Author: Erin McCloskey
ISBN: 9781617357886
Publisher: Information Age Publishing
Publication: August 1, 2012
Imprint: Information Age Publishing
Language: English
In the United States, approximately 2.5 million students are diagnosed as having a learning disability and the majority of those children are placed in special education because of an inability to read as expected. As a result of this diagnosis, these children may be placed in special education classrooms classrooms that are separate from the ‘mainstream’ population. For children with learning disabilities, there is likely no place, other than in school, where a student’s inability to read as expected leads to this separation from his/her peers. Once school is over, these children play alongside the kids in their neighborhoods, participate in sports teams, and attend community activities. This book looks at the impact of being labeled as learning disabled and separated from peers in school through the eyes of Samson, a middle school student described both as learning disabled and a nonreader. This qualitative case study explores how Samson, his family, his teachers and this researcher make sense of special education and the complexities of learning to read as an adolescent. Throughout this book, there is a contrasting of the laws and procedures designed to guide special education, with the actual experiences of those impacted by these laws and procedures. Through the three years that Samson was in middle school, this book investigates his perspective on his classes, his interpretation of what it means to ‘be’ a student in special education, and the process by which he learns to read. How disability gets created, contested, and discussed is highlighted through the many contexts that allow disability to be recognized and to fade into the background.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
In the United States, approximately 2.5 million students are diagnosed as having a learning disability and the majority of those children are placed in special education because of an inability to read as expected. As a result of this diagnosis, these children may be placed in special education classrooms classrooms that are separate from the ‘mainstream’ population. For children with learning disabilities, there is likely no place, other than in school, where a student’s inability to read as expected leads to this separation from his/her peers. Once school is over, these children play alongside the kids in their neighborhoods, participate in sports teams, and attend community activities. This book looks at the impact of being labeled as learning disabled and separated from peers in school through the eyes of Samson, a middle school student described both as learning disabled and a nonreader. This qualitative case study explores how Samson, his family, his teachers and this researcher make sense of special education and the complexities of learning to read as an adolescent. Throughout this book, there is a contrasting of the laws and procedures designed to guide special education, with the actual experiences of those impacted by these laws and procedures. Through the three years that Samson was in middle school, this book investigates his perspective on his classes, his interpretation of what it means to ‘be’ a student in special education, and the process by which he learns to read. How disability gets created, contested, and discussed is highlighted through the many contexts that allow disability to be recognized and to fade into the background.

More books from Information Age Publishing

Cover of the book Gender and Schooling in the Early Years by Erin McCloskey
Cover of the book The Role of Public Policy in K12 Science Education by Erin McCloskey
Cover of the book The Economic Status of the Hispanic Population by Erin McCloskey
Cover of the book English Learner Instruction through Collaboration and Inquiry in Teacher Education by Erin McCloskey
Cover of the book The Growing Out-of-School Time Field by Erin McCloskey
Cover of the book Power, Equity and (Re)Design by Erin McCloskey
Cover of the book Inquiry into Mathematics Teacher Education by Erin McCloskey
Cover of the book Facilitating the SocioEconomic Approach to Management by Erin McCloskey
Cover of the book Within Reach by Erin McCloskey
Cover of the book Global Organization Development by Erin McCloskey
Cover of the book Researching Race in Education by Erin McCloskey
Cover of the book Quarterly Review of Distance Education by Erin McCloskey
Cover of the book Excursions and Recursions by Erin McCloskey
Cover of the book Rebel Music by Erin McCloskey
Cover of the book Teaching Marx by Erin McCloskey
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy