Faculty Publications
Document Type
Article
Publication Version
Published Version
Keywords
learning disabilities; student voice; intersectionality; narrative inquiry; social; emotional learning; cultural-historical materialism
Journal/Book/Conference Title
Journal of Disability Studies in Education
First Page
1
Last Page
33
Abstract
In this conceptual framework paper, I critically chronicle the historiography, policy, and scientific literatures of learning disabilities (ld) and provide a conceptual framework for reframing these as master narratives. I defined master narratives as the pre-existent sociocultural forms of interpretation. I interrogated the a) cultural-historical; b) the federal definition of ld within idea, c) the educational-professional academic and focused on, the d) social and emotional literature of ld. The master narratives from these literatures included: a) ld as a boy who struggles with reading, ld as a symbolic complex, and the legacy of the term "feebleminded", d) assumptions about learning, ab/normality, difference, communication, dis/ability, culture and diversity, and issues of representation of student voice, e) a medical-psychological deficit oriented neurological, cognitive and instructional master narratives that assume dis/Ability within their neurology. These framings ignore the intersectional discursive, emotive and cultural-historical material contexts of students' lived experiences.
Department
Department of Special Education
Original Publication Date
4-8-2025
Object Description
1 PDF File
DOI of published version
10.1163/25888803-bja10034
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2025 The Author(s)
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Language
en
File Format
application/pdf
Recommended Citation
Hernández-Saca, David I., "Re-Framing the Master Narratives of Learning Dis/Abilities through an Emotion and Intersectional Lens" (2025). Faculty Publications. 6799.
https://scholarworks.uni.edu/facpub/6799
Comments
First published in Journal of Disability Studies in Education, published by Brill. DOI: https://doi.org/10.1163/25888803-bja10034