Going Multimodal: Programmatic, Curricular, and Classroom Change

AS THE STUDENTS NOTE IN this epigraph, we do not live in a monomodal world. Rather, we experience the world and communicate through multiple modalities. To confine students to learning in only one mode, typically the textual mode in first-year writing courses, indeed limits, students\u27 understanding and creative potential-a point that has reemerged in considerations of education and the teaching of writing..

Let's Talk About Sex…and Disability Baby!

This paper explores male and female perspectives on disability and sexuality. The topic of male disability and sexuality focuses mainly on men who have spinal cord injuries and use wheelchairs, and though important, this focus is due to the fact that not much information pertaining to men with other disabilities and their sexual experiences is available. The female section mostly concerns the abuse of women with disabilities, because they are seen as vulnerable by society. This paper is not a manual about sex for people with disabilities, but it discusses many of the fallacies that society has about people with disabilities and their sexualities

From Community to College: Reading and Writing Across Diverse Contexts

Jeffrey Sommers is Associate Professor of English at West Chester University with a Ph.D. from New York University. His research interests & activities include composition and rhetoric, writing assessment, professional journal editing, and pedagogy. Cynthia Lewiecki-Wilson is Professor Emerita from Miami University. Difference theory cuts across the three areas of her research interests: Composition and Rhetoric (basic writing, open admissions and disabled students, histories of writing programs); Disability Studies (disability memoir and rhetoric, disability pedagogy); and Women’s Studies (feminist pedagogies and epistemologies).https://digitalcommons.wcupa.edu/casfaculty_books/1081/thumbnail.jp

Review of Disability Experiences: Memoirs, Autobiographies, and Other Personal Narratives edited by G. Thomas Couser and Susannah B. Mintz

No abstract available

Review of Disability, Human Rights, and Information Technology by Jonathan Lazar and Michael Ashley Stein

No abstract available

Introduction: Disability Studies in the Undergraduate Classroom

No abstract available

Going Multimodal: Programmatic, Curricular, and Classroom Change

AS THE STUDENTS NOTE IN this epigraph, we do not live in a monomodal world. Rather, we experience the world and communicate through multiple modalities. "To confine" students to learning in only one mode, typically the textual mode in first-year writing courses, indeed limits, students' understanding and creative potential-a point that has reemerged in considerations of education and the teaching of writing..."Gorng Multimodal: Programmatic, Curricular, and Classroom Change" by Chanon Adsanatham, Phill Alexander, Kerrie Carsey, Abby Dubisar, Wioleta Fedeczko, Denise Landrum, Cynthia Lewiecki-Wilson, Heidi McKee, Kristen Moore, Gina Patterson, and Michele Polak from Multimodel Literacies and Emerging Genres in Student Compositions, edited by Tracey Bowen and Carl Whithaus, ~ 2013. All rights are controlled by the University of Pittsburgh Press, Pittsburgh, PA 15260. Used by permission of the University of Pittsburgh Press.</p