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| We are not as interested in LD behavior as in the preoccupations—as seen from the level of classroom organization—of all those adults who are professionally poised to discover LD behavior. We are less interested in the characteristics of LD children than in the cultural arrangements that make an LD label relevant. | At this point Kelvin was not sure if he wanted to continue reading the article because it seemed like it might not be relevant to classroom life specifically. It also implied a severe criticism of professional educators—implied that they are too eager to find examples of LD and for this reason may misclassify students. On the other hand, Kelvin was already aware that LD are an especially ambiguous category of disability; maybe the article would help to show why. So he kept reading. |
The authors continued by outlining the history of LD as a category of disability, describing this category as an outgrowth of the general intelligence testing movement during the twentieth century. By the 1970s, they argued, the concept of LD offered a way to classify children with academic difficulties without having to call the children mentally disabled. Because of this fact, the LD category was needed—literally—by well-off parents who did not want their children treated or educated as children with mental disabilities. LD as a concept and category came to be applied primarily to children from the white middle-class, and mental disability became, by default, the equivalent category for the non-white and poor.
To support this assertion, the authors reported a classroom observation of three non-white boys—Hector, Ricardo, and Boomer—while they worked together to design an imaginary research station in Antarctica. Citing actual transcripts of conversation while the boys worked, the authors concluded that all three boys showed intelligence and insight about the assignment, but that the teacher was only aware of the contributions of one of the boys. Hector systematically hid his knowledge from the teacher’s view by getting Boomer to speak for their group; Ricardo participated well in the group work but was rarely acknowledged by the other two boys. Boomer received considerable praise from the teacher, thanks to his speaking for the group. Yet the teacher was never aware of these subtleties. The authors blamed her oversight not on the teacher herself, but on an educational and cultural system that leads educators to classify or typify students too quickly or easily. Here is how they put it:
| The American classroom is well organized for the production of display of failure, one child at a time if possible, but group by group if necessary…Even if the teacher manages to treat every child as capable, the children can hammer each other into negative status; and even if both…resist dropping everyone into predefined categories, the children’s parents can take over, demanding more and more boxes with which to specify kinds of kids doing better than other kinds of kids. In such a classroom, if there were no LD categories, someone would have to invent them. | When Kelvin read this conclusion, he did not really disagree, but he did feel that it was beside the point for most teachers. Maybe children do get classified too easily, he thought, but a teacher’s job is not just to lament this possibility, as the authors seemed to be doing. Instead their job is to help the real, live children for whom they have daily responsibility. What teachers need are therefore suggestions to avoid misclassifying students by overlooking key information about them. Kelvin wished, at the end, that the authors had made some of these suggestions. |
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