Thorius, Kathleen KingCoomer, Maureen NegrelliHayes, ClevelandGraff, Cristina SantamariaCollins, KathleenMintus, Kenzie Latham2021-08-092021-08-092021-07https://hdl.handle.net/1805/26376http://dx.doi.org/10.7912/C2/2872Indiana University-Purdue University Indianapolis (IUPUI)This interpretive study makes explicit the cultural cognitive structures on which education professionals rely as they determine an elementary-aged child as having an emotional and behavioral disorder through a critical discourse analysis of teacher talk and participant structure analyses.en-USCritical Discourse AnalysisElementary EducationEmotional DisturbanceFigured WorldsMental DisabilitySpecial EducationDissertation