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Abstract
Many researchers have applied sociological theory to concepts of physical disability, leading to the “social model” used by disability advocates and activists, but less work has been done to provide a sociological frame for learning disabilities. Students with learning disabilities have constituted the fastest-growing special education population in public school districts, particularly students of color. Though the overrepresentation of students of color in special education programs is well documented, few efforts have been made to apply sociological theories to expand our understanding of this phenomenon. This article provides an overview of this application to the study of learning disabilities and special education, with particular attention to the disproportionate involvement of minority youth in educational programs for students with disabilities.