An analysis of the discourses and discursive devices used to represent learning disability in the stories told in the classroom to students by learning disability nurse teachers (Doctoral thesis abstract)

This qualitative study explores the complexities of the social construction of learning disability/intellectual disability. The focus is upon the ways in which learning disability/intellectual disability nurse teachers represent experiences of their nurse practice in stories. The investigations centred upon some 30 stories and were also supported by 5 subsequent interviews with the teachers and observations of 7 teaching sessions. The findings highlight some interesting ideas about the social construction of learning disability/intellectual disability by nurse educators and also the personal tensions expressed by nurses trained in the past but faced with dominant discourses of today