The SAGE Handbook of Social Constructionist Practice is the first major survey of innovations in professional practice emerging from a social constructionist orientation to social science. This key perspective has been unique in its stimulation of pioneering practices over a broad number of professions. This volume offers insights into the latest developments in theory, showcases the range and variations in practical outcomes, while pointing to emerging directions of development. The Handbook focuses on hands-on practices, while offering the theoretical tools for further enriching their application. The authors are leading figures in their fields, including organizational development, therapy, healthcare, education, research, and community building. The volume will be particularly useful for students, scholars, professional practitioners, and change makers from across the globe. PART ONE: Introduction; PART TWO: Research Practices; PART THREE: Practices in Therapeutic Professions; PART FOUR: Practices in Organizational Development; PART FIVE: Practices in Education; PART SIX: Practices in Healthcare; and PART SEVEN: Community Practices.

Specific Learning Difficulties as a Relational Category: Reconstruction, Redistribution and Resistance in Higher Educational Practice

Specific Learning Difficulties as a Relational Category: Reconstruction, Redistribution and Resistance in Higher Educational Practice

Specific learning difficulties as a relational category: reconstruction, redistribution and resistance in higher educational practice
Harriet Cameron

Introduction

‘Specific Learning Difficulties’ or ‘Specific Learning Disorders’ (both shortened to SpLDs) are two terms which gather a number of conditions and disorders within their grasp. One of the most recognised of these is dyslexia, a contested condition connected to particular difficulties in literacy. Although discourse around SpLDs is laden with the deficit-heavy language of the various Diagnostic and Statistical Manuals of Disorders and Diseases (DSMs), the acronym itself is used in education in a way that cuts across DSM lines. In practice, ‘SpLDs’ is sometimes used to include dyspraxia, ADHD ...

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