“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics

• Main Author: Rachel Lambert
• Format: Article
• Language: English
• Published: MDPI AG 2018-05-01
• Series: Education Sciences
• Subjects: mathematics education; disability studies; special education; equity; myths; neurodiversity
• Online Access: http://www.mdpi.com/2227-7102/8/2/72

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to frame disability as diversity rather than deficit, I assert that students with Learning Disabilities can learn mathematics to the highest levels, and that these limiting mythologies hold them back.