Critical Reading

My takeaways from the assigned texts 

            The Social Construction of Learning Disabilities

    

      " One can not be learning disabled on one's own. It takes a host of interactions performed in school to make a learning disability(pg. 482)". 

       

 "Our commitment to individualism has also persuaded us that vocational, social, and educational successes (and failure) can usually be traced to individual effort and ability"(pg. 483).   

       .

 "Through the lens of rugged individualism, those who need help(those who are unable to confront life's

problems on their own) are often seen as inept (lacking determination or skill) and those who accept help as

weak "(pg. 483). This is often illustrated in my school. Students who are English language learners,

are often put down by their teachers. Some teachers automatically assume that their students are lazy because

"they know how to speak English, but they choose not to". Students that receive special educational services,

are often ignored or sent away to another room to study with the school student leaders(City Year).

Dis/ability critical race studies (DisCrit): theorizing at the intersections

of race and dis/ability

"Youth are harmed by inter-section-ality"do not fit" in schools. Often marginalized by their teachers/peers.

There is a lack of cultural competency in schools that is frequently stonewalled by

school districts, educators, and even parents. (People who hold a level of privilege).

"Du Bois chronicled what is now widely recognized as a continued attempt throughout history

to prove people of African descent possessed limited intelligence and were therefore not quite fully human".

This point just illustrates not only ignorance but fear. Fear of the African/Black community reaching that

constantly moving bar of not only equality but of place. When people are threatened, they'll do anything to keep

their place. Resorting to ignorance and sabotage are often to go to's.

Specialized segregated classes have been populated with students from marginalized identities. In addition,

a disproportionate number of students are often referred, labeled, and placed in special education .

of rugged individualism, those who

need help (those who are unable to

confront life’s problems on their own)

are often seen as inept (lacking deter-

mination or skill) and those who ac-

cept help as weak