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

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