Disability and College Composition: Investigating Access, Identity, and Rhetorics of Ableism

Wood, Tara

Disability and College Composition: Investigating Access, Identity, and Rhetorics of Ableism

dc.contributor.advisor	Carter, Christopher
dc.contributor.author	Wood, Tara
dc.contributor.committeeMember	Kates, Susan
dc.date.accessioned	2014-05-19T16:10:48Z
dc.date.available	2014-05-19T16:10:48Z
dc.date.issued	2014-05-09
dc.date.manuscript	2014-05-09
dc.description.abstract	This dissertation analyzes the accessibility and accommodation experiences of students with disabilities in college writing classrooms at a Midwestern public research university. The study argues that writing teachers need to work more deliberately to increase access and that this can be achieved by listening to students’ suggestions for enabling accessible pedagogies. Increasing access requires that disability awareness be integral to the design of a course, not simply adding accommodations as a retrofit for individual students. Drawing on the perspectives of students with disabilities, access-centered pedagogy is presented as an alternative to accommodation models. Access-centered pedagogy is an approach to teaching that considers access a central value and aims for sustained and reflective attention to ensuring its realization for all students. Finally, the dissertation investigates the rhetorics of ableism to which students with disabilities are subject and makes an argument for combating such discrimination, through pedagogy, administration, and increased attention to disability as both subject position and critical modality.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/10434
dc.language	en_US	en_US
dc.subject	Language, Rhetoric and Composition.	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Disability and College Composition: Investigating Access, Identity, and Rhetorics of Ableism	en_US
ou.group	College of Arts and Sciences::Department of English