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Article 1: Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient? Journal of Learning Disabilities, 46(1), 26–33. doi:10.1177/0022219412464342

Learning Objective: Who are students with learning disabilities?

How does the article support the Learning Objective? This article will help students understand the learning disability label by gaining knowledge of the history of its definition (up to the present form) and related, critical issues within identification criteria.

Summary: This article provides a history of the definition of the learning disability category, its conceptual background, and challenges with the label. These sections lead up to a discussion on the current definition and its context within the population.

Critical Thinking Questions:

1.  How can/do disability definitions affect the planning and implementation of services in co-taught classrooms?

2.  What are the critical skills that need to be considered for a definition of LD in educational settings?

Article 2: Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2011). Disability studies in education: The Need for a plurality of perspectives on disability. Remedial and Special Education, 32(4), 267–278. doi:10.1177/0741932510362200

Learning Objective: Who are students with disabilities? How are disabilities organized for special education?

How does the article support the learning objective? This article will help students understand disability studies by developing background knowledge in the history as well as perspectives around purposes of special education.

Summary: This article provides a brief history of the term disability and the changing perspectives surrounding the definition and servicing of individuals with disabilities. Implications for practice are also discussed in regard to approaches and examples for addressing the unique needs of this population.

Critical Thinking Questions:

1.  What are some of the main differences between the incrementalist and reconceptualist perspectives? Which perspective more closely matches your own? Why?

2.  The authors of this article describe making modifications as “retro-fitting instruction after the fact.” How might this process hinder student learning? What are some alternative practices?