DP-informed analysis directly challenges assumptions that disability is inherent pathology. It reveals how discourse organizes notions of "competent" or "incompetent" behavior. Analysis exposes hierarchical power relationships embedded in school discourse. This disrupts normative thinking at its roots.

State University of New York at Binghamton

- DSE + DP Synthesis
- New Lines of Inquiry
- Challenging Presumptions of Pathology
- Disrupting Binary Thinking

How DSE and DP Synthesis Creates New Analytical Possibilities

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

Reference For: Discursive Psychology and Disability

Blending DSE theory with DP methodology creates a powerful heuristic. This combination enables analysis of how discourse actively constructs students as dis/abled in real-time. Theory provides the lens; methodology provides the tools. Integration challenges both cognitivist views and deficit models simultaneously.

DSE + DP Synthesis

The DSE + DP framework enables new research questions beyond diagnosis and intervention. Example: "What language practices are teachers using that construct students as dis/abled?" Analysis shifts from individual pathology to institutional discourse. Questions focus on HOW disability gets made rather than WHAT disability is.

DSE + DP: New Lines of Inquiry

DSE + DP: Challenging Presumption of Pathology

The framework aims to trouble and ultimately disrupt the ability/disability dichotomy. Analysis makes visible how current constructions oppress and dehumanize students. Disruption happens through exposing how language naturalizes hierarchies. Goal is destabilizing taken-for-granted categories.

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