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

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