Learning Difficulties

Truth, power, and ethics in care services for people with learning difficulties

by Scott Yates

Published in Tremain, S. (ed) (2005) Foucault and the Government of Disability. Michigan: University of Michigan Press

In Foucault’s later work, he was concerned to understand how, within particular systems of knowledge, certain human... more In Foucault’s later work, he was concerned to understand how, within particular systems of knowledge, certain human characteristics (such as “mental capacities”) become constructed as specific problems. Foucault contended that these “problematizations” are dynamically linked to power and the formation of subject positions, through which people become tied to a certain identity (such as “person with learning difficulties”). Thus, his work is hugely relevant for an understanding of the situation of individuals identified as “people with learning difficulties” in modern society.
In this chapter, I demonstrate the promise of a Foucauldian approach to help us understand power and governance in modern society’s community care accommodation for people with learning difficulties. In particular, Foucault’s work can provide a framework with which to analyze the discourse of people who use care services, an analysis which will enable the building of a picture of the forms of power which take hold of these people, subjectify them, and the ways in which they interact with these forces. In order to understand the relationships to forms of power and subjectivity of people who live in this sort of accommodation, I employ methods of discourse analysis. This type of analysis provides a new set of criteria for understanding and evaluating community care services, criteria that are grounded in understanding how the people who are involved in care services interact with particular dynamics of power which direct their conduct and position them as subjects in specific ways. Furthermore, this kind of analysis presents the possibility of finding new ways in which to look at services and to work through the problems that they present to the people who use them. After a brief discussion of the concept of community care, we will consider how Foucault’s work encourages us to think in new ways about learning difficulties. Then, we will turn to briefly examine an example which explores the merits of this new approach.

Towards a "Critical Ontology of Ourselves"? Foucault, Subjectivity and Discourse Analysis

by Scott Yates

Published in Theory & Psychology
Co-authored with Dave Hiles

Applications of Foucault’s work in psychology have been criticized for using an under-theorized notion of discourse.... more Applications of Foucault’s work in psychology have been criticized for using an under-theorized notion of discourse. This has recently been addressed by Hook, who provides a timely and detailed consideration of the implications of Foucault’s theoretical and methodological writings on genealogy. Hook’s work also hints at but leaves unaddressed the challenge for critical psychology of accounting for Foucault’s concerns with the constitution and experience of forms of subjectivity. In relation to this challenge, we contend that Foucault’s work can productively be understood as a series of analyses comprising a tripartite critical ontology with significant concerns for subjectivity and individual conduct. We set out this reading and briefly explore Foucault’s intellectual debt to Heidegger. We argue that this suggests the possibility of a form of discourse analysis conceptualized along similar lines to Foucault’s “critical ontology of ourselves.” This is illustrated with some examples from recent research.

'You can't'but 'I do': Rules, ethics and the significance of shifts in pronominal forms for self-positioning in talk

by Scott Yates

Published in Discourse Studies
Co-authored with Dave Hiles

Mulhaüsler and Harré contend that pronoun systems set out fields of expression ‘within which people can be . . .... more Mulhaüsler and Harré contend that pronoun systems set out fields of expression ‘within which people can be . . . presented as agents of one kind or another’. Despite interest in pronominal forms by various discourse researchers, analysis of pronouns-in-use from this perspective remains underdeveloped. This article undertakes such an analysis, drawing on Rees’s theories about the ‘distance from the self’ encoded in different pronouns. Our data, from interviews analysed as talk-in-interaction, show participants shifting between pronominal registers as a way of presenting their social world and positioning themselves as agents within it. ‘Fourth-person’ pronouns allow the distancing of reports of lack of agency from the deictic centre of self and express a ‘deontic modality’ through which one can position oneself in relation to moral imperatives. Along with shifts into and out of the first-person register, this is notably used to maintain an agentive selfpositioning in talk about situations of relative powerlessness.

Beyond normalization and impairment: Theorizing subjectivity in learning difficulties - theory and practice

by Scott Yates

Published in Disability & Society
Co-authored with Simon Dyson and Dave Hiles

Normalization and social role valorization continue to play a central role in shaping debates and practice relating to... more Normalization and social role valorization continue to play a central role in shaping debates and practice relating to learning difficulties. In the context of recent arguments this paper draws on the work of Foucault to deconstruct these theories. Foucault’s work alerts us to a conceptual confusion at their heart which reproduces a common but problematic individual– society dualism. There is an implicit, and problematic, presence in the theories of a pre-social individual conceived as having essential impairments and who is passive in the face of negative socialization. We propose that Foucault’s ‘ethical’ domain of inquiry, with its concern for how people actively understand themselves and govern their conduct in relation to specific values and a ‘truth’ that they are obliged to recognize in themselves, provides the basis for returning the individual-as-subject to theories in an active, critical manner.

The Concept of Variable and Identification its Learning Difficulties

by Halil Eksi

Yüksel DEDE
Educational Sciences: Theory & Practice
4 (1) •  / May 2004 • 48-56

The concept of variable is one of the most important subjects of mathematics, in general, and of
algebra, in... more The concept of variable is one of the most important subjects of mathematics, in general, and of
algebra, in particular. It plays a central and fundamental role in algebra. The concept of variable
is necessary to understand and learn about high-level mathematical tasks. Otherwise, it would
cause serious difficulties to understand about them. Therefore, the purpose of the present study
is to determine the levels of understanding of 14-15 -year-old students about the concept of variable.
The subjects of the study were eight-grade middle school students living in urban area in
Ankara. All students in the study were preparing to high school entrance examination in a private
preparation school. Data were collected from a 17 open-ended questions (total 26 questions
with sub-items) and semi structured interviews about the answers given to these questions.
Interviews for each student took about 20-25 minutes. The findings of the study showed that
students were not aware of the role and importance of using variables in making generalizations.
They did not know about the use of representation of variables in other parts of mathematics.
They also made mistakes for transferring previous mathematical knowledge on new ones, and
showed deficiencies in using arithmetic procedure and lack of operation ability.

Critical Points and Dynamics of Instructional Design and Development Process in The Creation of Learning Material for Teaching Basic Concepts to Students with Mental Disabilities Via Multitouch Screen

by Cemil UZUN

Co-authored with Kadir Yücel Kaya, Engin Kurşun & Kürşat Çağıltay, published in 5th International Computer & Instructional Technologies Symposium, 2011

There are not many studies to help removing learning difficulties of children with mental disabilities by the... more
There are not many studies to help removing learning difficulties of children with mental disabilities by the help of technology. Complex structure of interface and input devices restrain people with special condition to use computers effectively. There are computer laboratories in special education schools; however those generally do not include special interfaces and input devices to eliminate physical and mental barriers. This study implemented a multi-touch screen as learning and assessment material for children with mental disabilities, such technology removes barriers of traditional input devices and increase interactivity. Learning materials included basic concepts of curriculum of special education: less-more concepts, sounds of animals and instruments, colors, and basic shapes. Implementation took part in special education schools. The researchers of this study observed the implementation and provided technical support. This study presents the critical design and development issues of the preparation of such instructional materials for mentally handicapped children

The prevalence and treatment of people with Asperger's syndrome in the criminal justice system

by Ann Browning

Browning, A. and Caulfield, L. (2011). 'The prevalence and treatment of people with Asperger's syndrome in the criminal justice system'. Criminal Justice and Criminology, 11, 2. Pp.185.

Clinical knowledge of Asperger’s Syndrome and other Autistic Spectrum Disorders has developed enormously since Hans... more Clinical knowledge of Asperger’s Syndrome and other Autistic Spectrum Disorders has developed enormously since Hans Asperger’s early definition of ‘autistic psychopathy’ in 1944, yet societal misunderstandings persist and recent research claims that individuals with Asperger’s Syndrome are potentially over-represented within the criminal justice system. Furthermore, numerous authorities have expressed concern that those working within the criminal justice sector lack the requisite training to respond effectively to those with Asperger’s Syndrome and consequently affected individuals experience particular difficulty in negotiating the criminal justice process. This article critically explores existing research in this area, investigating potential links between Asperger’s Syndrome and criminality and looks at the level of understanding of this syndrome by the criminal justice system. As Asperger’s Syndrome is associated with reasonable intellectual ability, it presents greater issues for the identification and treatment of people with the syndrome if they come into contact with the criminal justice system. The authors highlight the need for further research into this complex issue, and suggest that those who work within the criminal justice system should be aware of and have access to training and/or appropriately trained colleagues in order that the needs of this particularly vulnerable group might be more effectively met.

The Search For A Model of Effective Inclusive Practice through the Young Enterprise Scheme

by Colin Gladstone

Many practitioners are now grappling with the
practical realities involved in collaborations
between... more Many practitioners are now grappling with the
practical realities involved in collaborations
between mainstream and special schools. Colin
Gladstone is a teacher at Greenside, a special
school in Hertfordshire. In this article he describes
his experience of running a Young Enterprise
Scheme project linking teenage students with
severe learning difficulties with students from a
m a i n s t ream secondary school. Colin Gladstone
used a Best Practice Research Scholarship (BPRS)
and his MEd studies to carry out sustained research
into the processes and outcomes of this project
named, by the students, ‘The Green Team’. The
p roject was clearly a success on many levels,
promoting teamwork, collaboration and friendship
between the students. It led to accreditation for
some and enhanced personal autonomy for others.
Colin Gladstone’s conclusions will be relevant to
practitioners wishing to expand the curriculum for
students with and without learning difficulties; to
policy makers who wish to promote more active
links between mainstream and special schools; and
to researchers who wish to engage students in
enquiry processes.
Key words: Young Enterprise, mainstream, special
schools, inclusive education, participatory re s e a rc h .

Sozbilir, M. (2004). What makes physical chemistry difficult? Perceptions of Turkish chemistry undergraduates and lecturers. Journal of Chemical Education, 81(4), 573-578.

by Mustafa SOZBILIR

Physical chemistry courses are traditionally considered difficult from both students’ and lecturers’ point of view.... more Physical chemistry courses are traditionally considered difficult from both students’ and lecturers’ point of view. Students come to physical chemistry courses with negative perceptions and low expectations.  On the other hand, lecturers have their perceptions of what qualities students should have in their courses and what types of topics should be covered.

This study aimed to find out student and lecturer perceptions of students’ learning difficulties and possible solutions proposed by them to these difficulties in physical chemistry.  The data for this study collected from 91 chemistry majors and two of their lecturers from two different Chemistry Education Departments in two Universities in Turkey.  The findings suggest that student and lecturer perceptions of students’ learning difficulties are quite different as well as showing some common themes. The common themes were about the abstract nature of concepts in physical chemistry, the overloaded course content, insufficient resources,  teacher-centred and exposition dominated teaching and the lack of student motivation in  physical chemistry course. The discrepancies between student and lecturer perceptions were mostly dominated by the student and faculty frustrations.  Students were critical of the course content, the resources available, the lecturers and their teaching methods. Lecturers generally focussed on the factors that related to the course, such as overcrowded classes, lack of resources and staff, student background and socio-economic conditions. 


Keywords: Chemical Education Research (CER), Physical Chemistry, CER Student-Centered Learning, CER Problem Solving, Thermodynamics. 

The Web Based Simulation Proposal to 8th Grade Primary School Students' Difficulties In Problem Solving

by ayca cebi

Living with Dyslexia: Olivia's Life History. A Research Project into the Effects of Living with Dyslexia on the Life Course

by Susan Grimes

The Oral History Association of Australia Journal, No. 31, 2009: 44-49.

This paper offers an overview of the life history project, ‘Living with dyslexia: Olivia’s life history’. The project... more This paper offers an overview of the life history project, ‘Living with dyslexia: Olivia’s life history’. The project utilised unstructured interviewing to provide ‘voice’ to an individual, Olivia, representing those who have successfully navigated life whilst dealing with the learning difficulty of dyslexia. In the resultant life history, Olivia reflects on her life as an individual dealing with dyslexia, as a parent of a child with dyslexia, and as an individual who chose to become a special education teacher. Her career involved addressing her main challenge, reading and writing, at a very high level. The various influences on the life of Olivia, as related to dealing with the problems of dyslexia, included the importance of acceptance and support from family, presence of positive role models, importance of self esteem, the positive influence of achieving success (in any field of endeavour), and the provision of school support in the form of interested and helpful teachers. A brief examination of some of these identified influences verifies the unique nature of Olivia’s life compared to others reported in the literature. The paper concludes by describing a future project in this field.

Haydon-Laurelut, M. & Nunkoosing, K. (2010) ‘I want to be listened to’. Systemic Psychotherapy with a man with intellectual disability and his paid supporters. Journal of Family Therapy. Vol. 32, 73 – 86.

by Mark Haydon - Laurelut

Pre publication draft

This paper contends that the systemic approach can be useful in working with adults
with intellectual... more This paper contends that the systemic approach can be useful in working with adults
with intellectual disabilities and their relational network, including paid care services.
A practice example using a systemic approach with a man with intellectual
disabilities and his paid supporters showed a movement from an internal description
of the problem as existing in the man with intellectual disabilities to a focus on
coordinating the relationship between the man and his paid supporters. The authors
argue for the utility of the systemic approach in working with those who live and workin services for people with intellectual disabilities and who may not have had access
to these kinds of conversation in the past.

Nunkoosing, K. & Haydon-Laurelut, M. (2011). Intellectual disabilities, challenging behaviour and referral texts: a critical discourse analysis. Disability and Society. 26, 4.

by Mark Haydon - Laurelut

The texts of referrals written by workers in residential services for people with learning difficulties* constitute... more The texts of referrals written by workers in residential services for people with learning difficulties* constitute sites where contemporary discourses of intellectual disabilities are being constructed. This paper uses Critical Discourse Analysis to examine referrals made to a Community Learning Disability Team (CLDT). The study finds referral forms position the person with intellectual disabilities as a problem to be solved, as in need of surveillance, and show evidence of the routinisation of daily life, surveillance, and mortification of the self.