In this autoethnographic inquiry, I examine the dominant disability discourses that inform practice and research in science education for individuals with disabilities. Guided by my experience as a practitioner-researcher, I use reflexive vignettes and photo elicitation to discuss and critique disability discourses (e.g., the medical and social models of disability) that construct students with learning disabilities (LD) as disadvantaged learners. For example, the medical model of disability pathologises students with LD by focusing on their individual deficits and blaming them for their academic struggles and failures in science. In contrast, the social model of disability locates the problem solely within the students’ environment (e.g., teaching strategies) and does not consider within-individual issues (e.g., cognitive deficits). By navigating through these discourses, I found my voice as a practitioner-researcher in Bronfenbrenner’s (2005) ecological model, which recognises that individuals’ barriers stem from their characteristics as well as their complex, multilayered environment. This article, embedded within a reflexive process, illuminates my journey of self-transformation as a practitioner-researcher while transforming and bringing educational changes to the academic lives of my students with LD.

中文翻译：

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关于残障话语的人种志研究：改变学习障碍学生的科学教育和研究

在这项民族志研究中，我研究了占主导地位的残疾话语，这些话语为残疾人的科学教育提供了实践和研究依据。在我作为从业者的经验的指导下，我使用反思性小插曲和照片启发来讨论和批评残疾话语（例如，残疾的医学和社会模型），这些话语将学习障碍的学生（LD）构建为弱势学习者。例如，残疾医学模型通过关注LD的学生的个体缺陷并指责他们在学术上的努力和科学上的失败而对LD的学生进行病态化。相反，残疾的社会模型仅将问题定位在学生的环境中（例如，教学策略），而不考虑个体内部的问题（例如，认知缺陷）。通过浏览这些论述，我在布朗芬布伦纳（Bronfenbrenner）（2005）的生态模型中找到了作为实践研究者的声音，该模型认识到个人的障碍源于其特征以及复杂的多层环境。这篇文章包含在反思性过程中，阐明了我作为从业者—研究者的自我转变历程，同时为LD学生改变了学业并将其带来了教育变化。