Disabledindividuals areoften unfairlyplaced insubordinatepositions.It is important to attendto the elements ofaccess andaccommodations fordisabled studentsand teachers who wantto fully, equally,meaningfullyparticipate.Awareness andaccesibility throughmultimodals in theclassroom setting canbreak the mold of howwe think of disabledstudents.Classroomsshould beinclusive.Sound, videoand othermodes can beused to reachstudents wholearn differently.There is not enoughawareness ofdisabiled studentsand instructors incomposition studies.Courses ondisabilityshould at leastbe offered tostudents.Multimodality canprovide newperspectives forthe individuality ofeach student andtheir specificlearning abilities.Disabled studentshave the samerights to highereducation as able-bodied/mindedpersons.Using multimodalcompositionalpractices expandsthe contents andcirculation of theongoing dialogue inWriting & Rhetoric.Discriminationin theclassroom isunacceptable.Disabilitiesshould notbeconsideredshameful.Canmultimodalitymake readingand writingaccessible toall?Disabilities comein many differentforms (mental,physical,learning).Social, ethical,and psycologicalissues areinfluenced by theway we addressstudents withdisabilities.Many disabledstudents"pass" forable-bodiedstudents.variousmodes=betterteachingDisability isNOT thesame asimpairment.It is an instructorsresponsibility to findways to teach andaccomadate everystudent, regardlessof their physicallimitations.There is astigma ofignoranceassociated withdisabledindividuals.Circulationcannot thrivein a fixedposition.Disability studiesexpose thedehumanizingsocietalconstructions ofdisability anddifference.We're allequal inAmerica.Audio books and visualrepresentations shouldbe considered whenteaching Writing andRhetoric as a means toreach ALL students.Disabledindividuals areoften unfairlyplaced insubordinatepositions.It is important to attendto the elements ofaccess andaccommodations fordisabled studentsand teachers who wantto fully, equally,meaningfullyparticipate.Awareness andaccesibility throughmultimodals in theclassroom setting canbreak the mold of howwe think of disabledstudents.Classroomsshould beinclusive.Sound, videoand othermodes can beused to reachstudents wholearn differently.There is not enoughawareness ofdisabiled studentsand instructors incomposition studies.Courses ondisabilityshould at leastbe offered tostudents.Multimodality canprovide newperspectives forthe individuality ofeach student andtheir specificlearning abilities.Disabled studentshave the samerights to highereducation as able-bodied/mindedpersons.Using multimodalcompositionalpractices expandsthe contents andcirculation of theongoing dialogue inWriting & Rhetoric.Discriminationin theclassroom isunacceptable.Disabilitiesshould notbeconsideredshameful.Canmultimodalitymake readingand writingaccessible toall?Disabilities comein many differentforms (mental,physical,learning).Social, ethical,and psycologicalissues areinfluenced by theway we addressstudents withdisabilities.Many disabledstudents"pass" forable-bodiedstudents.variousmodes=betterteachingDisability isNOT thesame asimpairment.It is an instructorsresponsibility to findways to teach andaccomadate everystudent, regardlessof their physicallimitations.There is astigma ofignoranceassociated withdisabledindividuals.Circulationcannot thrivein a fixedposition.Disability studiesexpose thedehumanizingsocietalconstructions ofdisability anddifference.We're allequal inAmerica.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. Disabled individuals are often unfairly placed in subordinate positions.
  2. It is important to attend to the elements of access and accommodations for disabled students and teachers who want to fully, equally, meaningfully participate.
  3. Awareness and accesibility through multimodals in the classroom setting can break the mold of how we think of disabled students.
  4. Classrooms should be inclusive.
  5. Sound, video and other modes can be used to reach students who learn differently.
  6. There is not enough awareness of disabiled students and instructors in composition studies.
  7. Courses on disability should at least be offered to students.
  8. Multimodality can provide new perspectives for the individuality of each student and their specific learning abilities.
  9. Disabled students have the same rights to higher education as able-bodied/minded persons.
  10. Using multimodal compositional practices expands the contents and circulation of the ongoing dialogue in Writing & Rhetoric.
  11. Discrimination in the classroom is unacceptable.
  12. Disabilities should not be considered shameful.
  13. Can multimodality make reading and writing accessible to all?
  14. Disabilities come in many different forms (mental, physical,learning).
  15. Social, ethical, and psycological issues are influenced by the way we address students with disabilities.
  16. Many disabled students "pass" for able-bodied students.
  17. various modes=better teaching
  18. Disability is NOT the same as impairment.
  19. It is an instructors responsibility to find ways to teach and accomadate every student, regardless of their physical limitations.
  20. There is a stigma of ignorance associated with disabled individuals.
  21. Circulation cannot thrive in a fixed position.
  22. Disability studies expose the dehumanizing societal constructions of disability and difference.
  23. We're all equal in America.
  24. Audio books and visual representations should be considered when teaching Writing and Rhetoric as a means to reach ALL students.