Abstract
We call attention to the historical divisions in the study of learning defined by populations, with some scholarly communities focused on learners with disabilities and others studying learning with nondisabled students. We believe this to be an unfortunate circumstance that needs to be addressed explicitly so the needs of students with disabilities will be more aptly addressed. We describe the coexistence of these two epistemic cultures that have been maintained in part by disciplinary silos, identify potential contributors to the provenance and persistence of these parallel cultures, and close with reflections on the road ahead.
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