![]() ![]() I have also been working through some works from the Learning Disability field, both from psychology and neuroscience. ![]() These compositionists don’t think much about learning disabilities, but they do employ clinical models of the mind in the course of wrestling with academic challenges - an approach closely aligned to disability in ways I will discuss in future posts. I also looked at Flower and Hayes’ article version of the cognitive model of composing, which I will eventually follow up with one of their book-length studies. Here I have Mike Rose’s articles about writers block, cognitive reductionism, and language of exclusion. One strand I have already read but not yet blogged about comes from composition/rhetoric researchers working in the 1970s and 80s with cognitive models of writing. I won’t talk much about that here, but I want to reflect briefly on what the next few posts will explore–to set my sights and size up my target. It’s my most challenging list, partially because it takes in so much and tries to define a topic that doesn’t yet exist: academic disability. I’m now starting to dive fully into Jason’s list, which explores cognitive impairments, literacy, and academic life from a range of perspectives including educational theory, neuroscience, and memoir. I’ve spent the last couple of months reading from my lists with Joe (on disability studies) and Mark (on writing program administration). ![]()
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