- The Core Constraint (Structure vs. Impairment)
- The Critique (Agency & Practice)
- The Mechanism of "Communication" (The Outcome)

Context A: Special Education (Response to D’Ardenne et al., Chapter 5)

- The Construction (The Process)
- The Gatekeeper (The Institution)
- The "What If" (Critical Reflection)

Context B: Mental Health Care (Response to O’Reilly, Chapter 3)

- Special Education: (Response to D’Ardenne et al., Chapter 5)
-  Mental Health Care (Response to O’Reilly, Chapter 3)

State University of New York at Binghamton

Chapter 9, written by Kristen Bottema-Beutel, serves as a response to the research presented in Chapters 3 and 5. She argues that interactions are not shaped solely by a student/patient's abilities, but are structured by pedagogical/therapeutic practices and the systems they are embedded in.
Discursive Psychology (DP) reveals both interactional practices and institutional norms, providing insight into how disability/mental health categories are created and maintained by the service providers themselves.

Chapter 9: Using Discursive Psychology (DP) in Special Education & Mental Health

Lester, J. N. (Ed.). (2021). Discursive Psychology and Disability. Palgrave Studies in Discursive Psychology. Springer Nature Switzerland AG.

Reference For: Discursive Psychology and Disability

- The Overarching Goal
- The Necessary Distinctions (The "What" of Analysis)

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