Learning Re-Abled: The Learning Disability Controversy and Composition Studies

By Patricia A. Dunn

CoverIn the first comprehensive study to connect composition and learning disabilities, Patricia Dunn both challenges and confirms what many believe about writing. Learning Re-Abled examines the many issues that contribute to the learning disability controversy and provides historical perspectives on LD and composition, showing how the two fields complement and conflict with each other. She discusses the disagreements surrounding different educational approaches and makes sense of the claims and counterclaims of the experts.

About Patricia A. Dunn

Before earning a doctorate from The University at Albany (SUNY) with a concentration in composition studies, Patricia Dunn taught English at the high school and two-year college levels. She is currently associate professor of English at Stony Brook University, where she teaches composition and English education courses. Her publications explore the nexus of composition, rhetoric, English Education, and disability studies. She is especially interested in the role multiple literacies play in the teaching of writing.

Publication Information: Dunn, Patricia. (2011). Learning Re-Abled: The Learning Disability Controversy and Composition Studies. Practice & Pedagogy. Fort Collins, Colorado: The WAC Clearinghouse. Available at http://wac.colostate.edu/books/dunn/

Publication Date: March 15, 2011

Table of Contents

Open the entire book: 11.5 Mb

Front Matter

Acknowledgments

Introduction

1. Learning Disabilities: The Controversy

2. Gaps in Composition Theory and Practice

3. Multisensory Teaching Methods: Tutoring Joey

4. Learning Differences: The Perspective of LD College Students

5. Implications for College Instructors

Conclusion

Works Cited

Practice & Pedagogy

Series Editor: Mike Palmquist, Colorado State University

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