Figuring the Emotionally Disturbed Child: The Function of Teacher Talk on Special Education Referrals of Elementary Aged Children With Emotional and Behavioral Disorders

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Coomer_iupui_0104D_10528.pdf (765.91 KB)
Date
2021-07
Authors
Coomer, Maureen Negrelli
Language
American English
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Department
Committee Chair
Thorius, Kathleen King
Committee Members
Hayes, Cleveland
Graff, Cristina Santamaria
Collins, Kathleen
Mintus, Kenzie Latham
Degree
Ph.D.
Degree Year
2021
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Indiana University
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Abstract

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.

Description
Indiana University-Purdue University Indianapolis (IUPUI)
Keywords
Critical Discourse Analysis, Elementary Education, Emotional Disturbance, Figured Worlds, Mental Disability, Special Education
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https://hdl.handle.net/1805/26376
 http://dx.doi.org/10.7912/C2/2872
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Education School Theses and Dissertations