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

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