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

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.


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
  1. We're all equal in America.
  2. Multimodality can provide new perspectives for the individuality of each student and their specific learning abilities.
  3. Discrimination in the classroom is unacceptable.
  4. Using multimodal compositional practices expands the contents and circulation of the ongoing dialogue in Writing & Rhetoric.
  5. Circulation cannot thrive in a fixed position.
  6. Disabilities should not be considered shameful.
  7. There is a stigma of ignorance associated with disabled individuals.
  8. Disabled individuals are often unfairly placed in subordinate positions.
  9. various modes=better teaching
  10. Disability is NOT the same as impairment.
  11. It is important to attend to the elements of access and accommodations for disabled students and teachers who want to fully, equally, meaningfully participate.
  12. Sound, video and other modes can be used to reach students who learn differently.
  13. Many disabled students "pass" for able-bodied students.
  14. Disabilities come in many different forms (mental, physical,learning).
  15. Disability studies expose the dehumanizing societal constructions of disability and difference.
  16. Courses on disability should at least be offered to students.
  17. There is not enough awareness of disabiled students and instructors in composition studies.
  18. Social, ethical, and psycological issues are influenced by the way we address students with disabilities.
  19. Classrooms should be inclusive.
  20. Disabled students have the same rights to higher education as able-bodied/minded persons.
  21. It is an instructors responsibility to find ways to teach and accomadate every student, regardless of their physical limitations.
  22. Can multimodality make reading and writing accessible to all?
  23. Awareness and accesibility through multimodals in the classroom setting can break the mold of how we think of disabled students.
  24. Audio books and visual representations should be considered when teaching Writing and Rhetoric as a means to reach ALL students.