Diverse disability identities: The accomplishment of 'Child with a disability' in everyday interaction between parents and teachers

► Conversation is a key context where features of disability are socially produced. ► Membership categorisation analysis shows how disability categories are evoked. ► Different degrees of agency and responsibility are attributed to disabled children. ► Attributions do not reflect evidence of actual competence. ► Agency attributions are strongest when students “misbehave”.