Article Title
Abstract
For many children and adults labeled learning disabled (LD), the very process of being identified and eventually labeled is oriented to as difficult to understand, disorienting, and just a taken-for-granted part of a system that names some ‘normal’, even gifted, while others are named abnormal. Minimal research exists that attends to the ways in which the official ways of talking about LDs are worked up in the everyday language of those most involved in the special education process, particularly the students themselves. Thus, in this article, we present, in an alternative form of writing (Richardson, 1997), a poetic representation of the words and experiences of one of our participants – Katrina – a student who participated in our research study.
Recommended Citation
Lester, Jessica Nina and Gabriel, Rachael
(2011)
"Pushing Me Through: A Poetic Representation,"
Catalyst: A Social Justice Forum: Vol. 1
:
Iss.
1
, Article 5.
Available at:
https://trace.tennessee.edu/catalyst/vol1/iss1/5
Included in
Disability and Equity in Education Commons, Educational Psychology Commons, School Psychology Commons, Special Education and Teaching Commons