Critical interrogations and promising practices: Using disability studies research to improve levels of support for student writing

Panel: Conference on College, Composition and Communication. 2018.

This panel explores the intersection of support, access, and disability in writing instruction (Price 2011; Kerschbaum 2015). Presenters highlight various levels of student support from various perspectives, including writing program administration, multimodal composition, technical communication (TC) textbook design, and Universal Design for Learning (UDL). In highlighting these areas as forms of support, we interrogate the discourse around disability in writing pedagogy as well as demonstrate promising practices for improving the writing experiences of those learning to write and those learning to teach writing.

See full panel here.