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Race, history and visibility have a great deal to do with how disability operated socially and educationally in the Chicago public high school art classroom where I taught for ten years. I am severely near‐sighted, and I am also white, educated and often, but not consistently, able to pass for non‐disabled. A large number of my students were identified as having learning, emotional and behavioural disabilities, diagnoses which were certainly conditioned by the institution, but diagnoses which perhaps also underrepresented the amount of socially and historically occasioned impairment or debility that existed in the low‐income majority‐Black community served by my school. In this article I reflect on the overlapping social performances that occurred in terms of ‘disability passing’, a state that can characterise both hidden and exaggerated or invented impairments. My reflections examine my own individual experience in contrast to the long‐term experience of the African diaspora in and beyond the USA, in order to think about other ways to parse the complex factors determining how disability plays out in educational environments.  相似文献   
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Albert Boni (ed.) Photographic Literature: 1960-1970 (Hastings-on-Hudson, N.Y.: Morgan and Morgan, 1972-- $35.00)

Albert Boni (ed.) Photographic Literature (Hastings-on-Hudson, N.Y.: Morgan and Morgan, 1962---$30.00)  相似文献   
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A study was conducted to compare on a number of specialized cognitive procedures the performance of high school students designated as learning disabled (LD) with the performance of nonlearning-disabled students experiencing learning difficulties (nonLD). Both groups were then compared with a control group of typical learners. Results indicate that when taken as a group LD and nonLD students differed significantly from a control group of typical learners on 6 of 16 variables. LD students differed from nonLD students with learning difficulties on 5 of 16 variables. The performance of LD and nonLD students with learning difficulties indicates patterns of cognitive functioning that differ from those of typical learners. The possibility of the development of compensatory cognitive styles in LD and nonLD students and their implications are discussed.  相似文献   
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The high degree of coexistence of attentional disorders, such as Attention Deficit Hyperactivity Disorder (ADHD), with a number of other disorders continues to pose diagnostic problems and to highlight a continuing need to differentiate better between overlapping diagnoses. The purpose of this study was to assess the extent to which this type of diagnostic confusion continues to exist in referrals for assessment of ADHD to community mental health centers. Using referrals to a specialized ADHD Clinic of our center, 92 children with a previous diagnosis of ADHD were provided comprehensive evaluations, addressing cognitive, intellectual, personality, academic, social, behavioral, developmental, and medical concerns. After comprehensive evaluation and careful review of the results, only 22% of our sample were given a primary diagnosis of ADHD and only 37% a secondary diagnosis of ADHD. Substantial numbers of children were diagnosed instead with primary anxiety and mood disorders. Reasons for this discrepancy are discussed.  相似文献   
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