Orienting Access in Our Business and Professional Communication Classrooms

Abstract

A hallmark of business and professional communication is an emphasis on pragmatic but theoretically grounded work. Thus, business and professional communication scholars are ideally suited to turn the theories found in disability studies into practice. In this article, I do just that by creating a theory—orienting access—that draws on concepts from disability studies. Orienting access calls for business and professional communication faculty to consider alternate pedagogies to ensure that our classrooms are truly accessible to all students. It also models the behaviors to teach how to design and create information that is accessible for all audiences.

Journal
Business and Professional Communication Quarterly
Published
2018-03-01
DOI
10.1177/2329490617739885
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Citation Context

Cited by in this index (9)

  1. Business and Professional Communication Quarterly
  2. Business and Professional Communication Quarterly
  3. IEEE Transactions on Professional Communication
  4. Business and Professional Communication Quarterly
  5. Journal of Technical Writing and Communication
Show all 9 →
  1. IEEE Transactions on Professional Communication
  2. IEEE Transactions on Professional Communication
  3. Business and Professional Communication Quarterly
  4. College English

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