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The Reductionistic Fallacy in Learning DisabilitiesReplicating the Past by Reducing the Present
Mary S. Poplin, PhD
Mary Simpson Poplin received her PhD from The University of Texas at Austin in education. She is associate professor of education and director of teacher education at The Claremont Graduate School. In addition, she is director of The Center for Schools in Transformation, the goal of which is the development of joint school-university part- nerships. Her research interests include learning disabilities, constructivist learning theory, feminist theory, school transformation, and teacher education. Address: Mary Poplin, Faculty in Education, Harper Hall, Claremont Graduate School. Claremont, CA 91711-6160.
Theoretical and empirical debates and political schisms have characterized the movement of the field of learning disabilities from its early medical and psychological process model orientations through the more recent behavioral and cognitive strategy phases. These debates have elucidated, perhaps even exaggerated, the differences between these models. It is proposed here that the four models are far more similar than they are different and that the similarities are grounded in the fact that each defines, assesses, and instructs students with learning disabilities in a reductionistic manner. It is the author's contention that the reductionistic fallacy undergirds the efficacy problems that have plagued the field since its inception.
Journal of Learning Disabilities, Vol. 21, No. 7,
389-400 (1988)
DOI: 10.1177/002221948802100702
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