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


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