The purpose of this study is to illuminate the lived experiences of children with
specific learning disability in an attempt to move beyond the deficit and
reductionist models of theorizing learning disabilities that currently inform our
understanding. A paradigm shift is proposed, a shift in focus towards a holistic
or comprehensive view of the person with learning disability. By viewing the
phenomenon from the inside, as it were, I shift my focus from “what it is” to
“how it is experienced” (Hall, 1998). It is suggested that a change in focus
from the deficit to the whole child in his context will better inform practice
This research follows the empirical phenomenological tradition, a qualitative
analysis of everyday accounts of living with LD. Justification is given for using
life history methodology in order to garner insights into the experiences of a
child with learning disability. Five informants between the ages of 12 and 14
years were selected to participate in this study. A multi-method approach to
data collection was used. Data were collected from a number of sources,
including audio journals kept by participants, guided conversations typical of
life history research and visual representations such as collages or life maps
submitted by the participants. Data, interpreted on multiple levels, are
represented in narrative form.
Findings challenge current thinking around inclusive education by suggesting
that learners with LD experience exclusion in a system meant to create a sense
of inclusion. It is in the mainstream that the “identity as LD” is constructed
because of the comparison to the performance of peers who do not have LD.
However in a specialised educational environment where peers all presented
with the same learning differences, difficulties and styles, instead of
comparison there is a sameness. I suggest that this leads to the development of
an “identity as capable.”
Finally there is much we can learn about pedagogical intervention or
management from these informants’ experience of LD. / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2009.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/468 |
| Date | January 2009 |
| Contributors | Professor Thengamehlo Ngwenya. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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