A Social Relational approach to Specific Learning Disability: Identifying barriers for students with SLD.

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT012 (Friday)

Abstract

This qualitative interview study examines barriers to inclusion for students with Specific Learning Disability (SLD), the largest eligibility category under IDEA. Moving beyond the medical model, the study utilizes the Social Relational Model of Disability (SRMD) to differentiate between impairment and external, environmentally driven Disabling Education Experiences (DEX). Secondary Special Education Teachers are interviewed to gain perspectives on how impairment, social, environmental, and instructional factors create constraints. Preliminary findings suggest that social factors, such as student anxiety, often influence the use of more restrictive placements. The study indicates that inclusive practices like co-teaching are crucial, as they can address impairment-related needs and socially created barriers, offering an alternative framework for policy and practice to reduce the over-identification of SLD.

Author

• Timothy Flewelling, Claremont Graduate University