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

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