by Mary Pride from her site Homeschooling World – Learning Disabilities: Fact or Fiction?
As usual, PHS is not content to straddle the fence. After years of studying this issue—and years of raising nine children, two of whom at least would qualify for a public-school “LD” label—we have reached the following conclusions:
- There is no reason, except for getting government grants, for using the term “learning disability.” The term exists to shift responsibility for a child’s scholastic failures from the school and parents to the child’s DNA.
- By definition learning “disabilities” have no physical origin. Real learning problems have actual medical names, such as “brain damage” or “Down’s Syndrome.” So you can’t really blame the DNA anyway.
- What one person calls a “disability” could just as readily often be called a “gift.” Picture the difference between, “What an energetic little boy you have!” and, “Oh, that boy of yours is hyperactive.” Or between, “Janie has Attention Deficit Disorder,” and, “Janie is such a thinker!”
- More important than labeling is what are you going to do about your child’s slowness or distractibility?
- The first step towards solving a problem is getting a correct diagnosis—as opposed to a responsibility-shifting “label.” “Jimmy is disobedient” leads to entirely different parental responses than “Jimmy has ADHD.” “Suzy has poor visual perception” requires a different line of treatment than “Suzy is an LD child.”
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QUOTING QUIVERFULL is a regular feature of NLQ – we present the actual words of noted Quiverfull leaders and ask our readers: What do you think? Agree? Disagree? This is the place to state your opinion. Please, let’s keep it respectful – but at the same time, we encourage readers to examine the ideas of Quiverfull honestly and thoughtfully.
NLQ Recommended Reading …
‘Breaking Their Will: Shedding Light on Religious Child Maltreatment‘ by Janet Heimlich
‘Quivering Daughters‘ by Hillary McFarland
‘Quiverfull: Inside the Christian Patriarchy Movement‘ by Kathryn Joyce