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
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