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

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