Shaw, Susan Angela (2002) Learning disability and story telling in the classroom. In: Narrative, Memory & Health Conference 2002, 20th April 2002, University of Huddersfield, UK. (Unpublished)

Language and the understanding of meaning through language is of interest to teachers and researchers alike ( Gilbert, 1995). In Nurse education the use of reflective discussion and critical incident reporting as a teaching aid to facilitate practice development is well-documented (Benner, 1991; Gersie, 1990). Within the classroom teachers and students engage in conversations based on their shared experience of work with clients and their families (Heinrick, 1992).

Culture plays an important role in the understanding of disability (Clegg, 1993). The use of Narrative in a personal and professional way has generated interest. One method used by practitioners and their clients is to share stories and anecdotes about their encounters and cultural experiences of past and present life. This study intends to focus on the educated workers who engage in intellectual and cultural discoveries about the social world of the disability and in particular the learning disability experience.

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