Chapter 5: The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States
This study uses Discursive Psychology to examine how disability is actively constructed through classroom interactions for students with significant intellectual disabilities. Three themes were found: compliance-focused instruction, student disengagement, and suppressed relational desires. The authors argue that ABA-rooted systematic instruction ideology produces disability rather than reveals it, recognizing students for deficits rather than humanity. An innovative mixed-method approach was used, but limited by field notes vs. video data.
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Disability Studies
Social Science
Empirical Science
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Chapter 1: Introducing Discursive Psychology as Methodology to Understand Disability
Chapter 2: Problematizing the Binary: A Poststructural Understanding of Dis/Ability in Schools
Chapter 3: Exploring the Rhetoric of ‘Burden’
Chapter 4: Negotiating (Dis)ability in the Context of Chronic Pain Rehabilitation: Challenges for Patients and Practitioners
Chapter 5: The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States
Chapter 6: It’s About Time - Constructing Dyslexia in Higher Education
Chapter 7: Formulating (Dis)Ability
Chapter 8: Intersections of Discursive Psychology and Disability Studies
Chapter 9: Using Discursive Psychology (DP) in Special Education & Mental Health
Chapter 10 - Engaging Disability Studies (DS) & Discursive Psychology (DP)
Learn After
Research Design and Methods: The study's methodological approach, innovations, and constraints
Disability Construction Process - How disability gets actively produced in educational settings
SIDD Population
Response to D’Ardenne et al. (Chapter 5: Complex Support Needs)
Context A: Special Education (Response to D’Ardenne et al., Chapter 5)