Disability isNOT thesame asimpairment.Social, ethical,and psycologicalissues areinfluenced by theway we addressstudents withdisabilities.Discriminationin theclassroom isunacceptable.We're allequal inAmerica.Disabilities comein many differentforms (mental,physical,learning).Disabilitiesshould notbeconsideredshameful.It is an instructorsresponsibility to findways to teach andaccomadate everystudent, regardlessof their physicallimitations.Classroomsshould beinclusive.Disabled studentshave the samerights to highereducation as able-bodied/mindedpersons.It is important to attendto the elements ofaccess andaccommodations fordisabled studentsand teachers who wantto fully, equally,meaningfullyparticipate.Using multimodalcompositionalpractices expandsthe contents andcirculation of theongoing dialogue inWriting & Rhetoric.variousmodes=betterteachingMany disabledstudents"pass" forable-bodiedstudents.Disabledindividuals areoften unfairlyplaced insubordinatepositions.Awareness andaccesibility throughmultimodals in theclassroom setting canbreak the mold of howwe think of disabledstudents.Audio books and visualrepresentations shouldbe considered whenteaching Writing andRhetoric as a means toreach ALL students.Courses ondisabilityshould at leastbe offered tostudents.Multimodality canprovide newperspectives forthe individuality ofeach student andtheir specificlearning abilities.Circulationcannot thrivein a fixedposition.There is not enoughawareness ofdisabiled studentsand instructors incomposition studies.Canmultimodalitymake readingand writingaccessible toall?There is astigma ofignoranceassociated withdisabledindividuals.Sound, videoand othermodes can beused to reachstudents wholearn differently.Disability studiesexpose thedehumanizingsocietalconstructions ofdisability anddifference.Disability isNOT thesame asimpairment.Social, ethical,and psycologicalissues areinfluenced by theway we addressstudents withdisabilities.Discriminationin theclassroom isunacceptable.We're allequal inAmerica.Disabilities comein many differentforms (mental,physical,learning).Disabilitiesshould notbeconsideredshameful.It is an instructorsresponsibility to findways to teach andaccomadate everystudent, regardlessof their physicallimitations.Classroomsshould beinclusive.Disabled studentshave the samerights to highereducation as able-bodied/mindedpersons.It is important to attendto the elements ofaccess andaccommodations fordisabled studentsand teachers who wantto fully, equally,meaningfullyparticipate.Using multimodalcompositionalpractices expandsthe contents andcirculation of theongoing dialogue inWriting & Rhetoric.variousmodes=betterteachingMany disabledstudents"pass" forable-bodiedstudents.Disabledindividuals areoften unfairlyplaced insubordinatepositions.Awareness andaccesibility throughmultimodals in theclassroom setting canbreak the mold of howwe think of disabledstudents.Audio books and visualrepresentations shouldbe considered whenteaching Writing andRhetoric as a means toreach ALL students.Courses ondisabilityshould at leastbe offered tostudents.Multimodality canprovide newperspectives forthe individuality ofeach student andtheir specificlearning abilities.Circulationcannot thrivein a fixedposition.There is not enoughawareness ofdisabiled studentsand instructors incomposition studies.Canmultimodalitymake readingand writingaccessible toall?There is astigma ofignoranceassociated withdisabledindividuals.Sound, videoand othermodes can beused to reachstudents wholearn differently.Disability studiesexpose thedehumanizingsocietalconstructions ofdisability anddifference.

Conversation About Disability in Writing and Rhetoric - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Disability is NOT the same as impairment.
  2. Social, ethical, and psycological issues are influenced by the way we address students with disabilities.
  3. Discrimination in the classroom is unacceptable.
  4. We're all equal in America.
  5. Disabilities come in many different forms (mental, physical,learning).
  6. Disabilities should not be considered shameful.
  7. It is an instructors responsibility to find ways to teach and accomadate every student, regardless of their physical limitations.
  8. Classrooms should be inclusive.
  9. Disabled students have the same rights to higher education as able-bodied/minded persons.
  10. It is important to attend to the elements of access and accommodations for disabled students and teachers who want to fully, equally, meaningfully participate.
  11. Using multimodal compositional practices expands the contents and circulation of the ongoing dialogue in Writing & Rhetoric.
  12. various modes=better teaching
  13. Many disabled students "pass" for able-bodied students.
  14. Disabled individuals are often unfairly placed in subordinate positions.
  15. Awareness and accesibility through multimodals in the classroom setting can break the mold of how we think of disabled students.
  16. Audio books and visual representations should be considered when teaching Writing and Rhetoric as a means to reach ALL students.
  17. Courses on disability should at least be offered to students.
  18. Multimodality can provide new perspectives for the individuality of each student and their specific learning abilities.
  19. Circulation cannot thrive in a fixed position.
  20. There is not enough awareness of disabiled students and instructors in composition studies.
  21. Can multimodality make reading and writing accessible to all?
  22. There is a stigma of ignorance associated with disabled individuals.
  23. Sound, video and other modes can be used to reach students who learn differently.
  24. Disability studies expose the dehumanizing societal constructions of disability and difference.