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

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