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

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