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

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