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

## Abstract

**:**

## 1. Introduction

Here, it is asserted that students with LD cannot construct their own knowledge in mathematics. Such a statement is itself indefensible, illogical and unsupported. To argue that any human is utterly incapable of thinking, of “constructing their own knowledge” is a shocking statement, rooted in a view of learners with LD that defines them by perceived deficits alone. Such ableism, or discrimination against those with disabilities, should not be tolerated in any field, but particularly in educational research.“The premise that secondary students with LD will construct their own knowledge about important mathematical concepts, skills, and relationships, or that in the absence of specific instruction or prompting they will learn how or when to apply what they have learned, is indefensible, illogical, and unsupported by empirical investigations.”.([5], p. 161)

## 2. Rethinking Disability

## 3. Debunking the Myths

#### 3.1. Myth One: Students with LD Cannot Benefit from Inquiry Instruction in Mathematics

“In the short term, explicit instruction is potentially effective to help students solve problems more quickly; however, this earlier introduction of explicit instruction may slow the progress of students with LD in becoming resilient, persistent problem solvers and developing deep conceptual understanding of topics.”.([53], p. 198)

#### 3.2. Myth Two: Students with LD Cannot Create Their Own Strategies and Should Not Be Taught Using Multiple Strategies

## 4. Discussion

## 5. Implications

## Acknowledgments

## Conflicts of Interest

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**MDPI and ACS Style**

Lambert, R.
“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics. *Educ. Sci.* **2018**, *8*, 72.
https://doi.org/10.3390/educsci8020072

**AMA Style**

Lambert R.
“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics. *Education Sciences*. 2018; 8(2):72.
https://doi.org/10.3390/educsci8020072

**Chicago/Turabian Style**

Lambert, Rachel.
2018. "“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics" *Education Sciences* 8, no. 2: 72.
https://doi.org/10.3390/educsci8020072