An Ideological Basis for Definition in Public Argument: A Case Study of the Individuals with Disabilities in Education Act

Abstract

This paper argues that ideology is a primary basis for definition in public discourse, particularly when defining makes distinctions among individuals. To illustrate this, a case study of the Individuals with Disabilities in Education Act is presented. The definition of learning disability contained in the act is ideological because it “normalizes” learning and requires evaluations of students according to standards of normalcy. Three potential explanations for this ideology are examined and implications are discussed.