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

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