- Disability is too often seen as an individual problem that needs to be fixed at an individual level, rather than by modifying social environments themselves. This workshop will provide research-informed examples of building accessibility within writing classrooms and programs in order to mobilize scholarship, tools, and methods for providing access within the academy.Participants will experience two roundtable sessions that focus on a variety of pedagogical and programmatic issues such as multimodality in online spaces, universal design, multisensory teaching, and writing program administration. Each roundtable session will be prefaced by interACTive performances of access (drama-inspired, interactive vignettes meant to incite conversation about issues of access and disability). As such, this workshop is more than a theoretical playpen; it demonstrates practices of accessibility and invites participants to co-create such praxis for their own programs and classrooms.
Welcome & Introductions
The workshop began with an introduction to access (describing and introducing CART, interpreters, interaction badges, room arrangements, and video recordings of the workshop for Composing Access). Everyone in the room introduced themselves by responding to the following prompt: who you are, why you are here, and something inaccessible about this space/conference.
InterACTIVE Performance 1: "Thank You" Notes
- Participants read "Disability Thank You Notes" (inspired by the Facebook group of the same name), which are brief, snarky/sarcastic "thank you" notes highlighting inaccessible spaces or practices.