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

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