Accessing Disability: A Nondisabled Student Works the Hyphen

College Composition and Communication Sep 2007

Accessing Disability: A Nondisabled Student Works the Hyphen

Margaret Price

Abstract

This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, “Accessing Disability” argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.

Journal: College Composition and Communication
Published: 2007-09-01
DOI: 10.58680/ccc20076380
Open Access: Closed
Topics: discourse analysis qualitative research disability studies

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