From Stigma to Strength: Understanding Psycho-Emotional Disablism and the Transformative Potential of Learning Disabilities

Abstract

This paper argues for reconceptualizing learning disabilities (LDs) as a natural part of human variation rather than a deficit, advancing the conversation about LDs within Critical Disability Studies (CDS) and the social-relational model (SRM).  While much critical scholarship has focused on defining LDs and addressing their structural (e.g., educational barriers, access to resources) and neurological (e.g., cognitive processing differences) factors, less attention has been paid to the psychological impact of disablism. This paper addresses this gap by exploring the concept of psycho-emotional disablism, which highlights how societal attitudes and ableist structures create internalized stigma, anxiety, and emotional challenges for individuals with LDs. However, the most instrumental piece of this research is understanding how disability can be understood as part of what it means to be human. Drawing on positive psychology and the neurodiversity paradigm, this paper argues for the transformative potential of recognizing the strengths and perspectives associated with LDs, including innovation, adaptability, and nonlinear thinking. By situating LDs within a broader framework of diversity, this research aims to challenge deficit-oriented views of disability and advocate for systemic and relational approaches that promote well-being and empowerment.

Keywords: Learning disabilities, psycho-emotional disability, critical disability studies, social-relational, strengths-based framework.