Teachers used binary yes/no questions with graphic symbols. Physical hand manipulation guided students toward "correct" responses. This prioritized compliance over authentic learning.

Compliance-Focused Instruction

Students showed considerable disengagement during formal lessons. They complied with surface behaviors (looking, touching) without genuine engagement. Their natural expressions were treated as disruptions.

Student Disengagement Patterns

Formal instruction limited peer and teacher interactions. Outside lesson contexts, students demonstrated strong relational desires and capabilities. Their humanity was consistently overlooked during structured activities.

Suppressed Relational Capacity

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

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

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

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

Reference For: Discursive Psychology and Disability

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

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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