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

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