Current Canadian Research on Students with Learning Disabilities: Should We Be Bridging Research on Cognition and Socially Influenced Cognition?
It is a privilege to respond to these five papers that represent the ongoing work of early career scholars in the field of learning disabilities across the country. From east to west, Joan Versnel is at Dalhousie University (collaborating with researchers at Queen’s) and Derek Berg is at Mount St. Vincent University, both in Nova Scotia, while John McNamara works at Brock University in Ontario. Robert Klassen is at the University of Alberta and Maureen Hoskyn is at Simon Fraser University. As Nancy Perry said, this group of five researchers shows considerable diversity, not only in their location, but also in the age of the students they study, the theoretical frameworks that inform their work, and the domains on which they focus—workplace learning, mathematics disabilities, emergent literacy, self-efficacy, and emergent writing, respectively. My challenge has been to pull together the common threads while honouring the unique qualities of these five papers, and to produce a response to a set of papers that is more likely to be described as diverse than as coherent.
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