ABSTRACT
Children from the inner cities of America necessarily exhibit poverty in their activity, and if they are being acquired by Learning Disability (LD) as an institutional possibility, they will also exhibit the signs of LD. This recognition must not be mistaken with a diagnosis that the children "are" poor, deprived, or otherwise disabled. The relationship between sensitivity and position or resources must not be understood in a correlational or, worse, causal fashion: Activity is not "dependent" on resource. Activity reveals the radical it at work, struggling, resisting, transforming, never passive or overwhelmed. This must be the starting point even if every evidence demonstrates that some activity does not produce anything that remains permanently for others to take into account. Social scientists who worry about education in the United States must focus directly on the success/failure complex as a historical construct, a culture, something that one must call America.
