Uploaded: June 2020

Keywords:
Systemic, Learning Disability/Intellectual Disability, Social Construction, Critical Disability Studies.

Karl Nunkoosing

Dr Karl Nunkoosing, C Psychol AFBPsS, Principal Lecturer, Dept. of Psychology, University of Portsmouth. Email: karl.nunkoosing@port.ac.uk

Mark Haydon-Laurelut

Dr Mark Haydon-Laurelut, Senior Lecturer in Psychology, Department of Psychology, University of Portsmouth. Email: mark.haydon-laurelut@port.ac.uk

Abstract

This article is a response to a previous call from Metalogos for papers concerning the ‘process and contexts of learning.’ The conversation highlights the symbiosis between the practitioner and the academic. The conversation concerns systemic and social constructionist approaches to disability and is contextualised by Critical Disability Studies. Karl and Mark are long-standing colleagues and what is relational nature of life, to scrutinise our values and adjust our responses to facilitate inclusion, and finally, an ‘appreciative stance’ explored here textually has been the subject of conversations had over many years. We explore different positions (or invitations) of learning disability. These are as a ‘gap’ - between the person's actions or attributes and culturally constructed norms; as a ‘relational sign’ and invitation to notice the invitation, an invitation to seek abilities, skills, and gifts that the deficit or 'gap' position might obscure. We invite the reader to add other voices to the conversation.