Abstract
Summary• ‘Learning disability’ label establishes accommodation eligibility and civil rights protection but provides an excuse for school officials and legislators to adopt a medical model of learning disabilities and ignore other problems in the educational and social systems.• A commitment to inclusion and equality requires an acknowledgement of various categorization problems, and a realization that various contexts may contribute to people's different learning patterns.• Pathologizing learning difference may be unnecessary or even counterproductive if we presume that all children learn in their unique ways. It is more productive to design flexible curricula that can accommodate learning diversity.
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