DP views thinking/learning as socially constructed through interactions, not internal cognition. It was used as a "sensitizing frame" rather than standalone method. This perspective challenged cognitivist competency notions.

Discursive Psychology (DP) as a "Sensitizing Frame"

Applied behavior analysis principles drove educational practices. This ideology permeated all classroom interactions. The authors argue it harms both students and teachers.

Systemic Instruction Ideology

Schools sustain a rigid binary between ability and disability based on medicalized conceptions. This dichotomy positions students categorically as "abled" or "dis/abled" with hierarchical implications. The binary naturalizes the idea that some students are competent while others are incompetent. Fixed categories prevent recognition of disability as socially constructed.

Ability/Disability Binary

- Discursive Psychology as a "Sensitizing Frame"
- Dis/ability Notation
- Systematic Instruction Ideology

State University of New York at Binghamton

- Instructional Control Mechanisms - How teacher-directed practices create and maintain power imbalances
- Theoretical Foundations - Core concepts framing the disability construction argument
- Disability as Constructed by Ideology

Disability Construction Process - How disability gets actively produced in educational settings

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

Reference For: Discursive Psychology and Disability

- Compliance-Focused Instruction
- Student Disengagement Patterns
- Suppressed Relational Capacity

Instructional Control Mechanisms - How teacher-directed practices create and maintain power imbalances

Theoretical Foundations - Core concepts framing the disability construction argument

Student disabilities were actively produced through language and interaction. Educational ideology played a central role in construction. Students were recognized for disability rather than humanity.

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