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

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