Much of this website is deeply informed by the scholarship referenced in these sub-pages.
At a glance:
Brewer, Elizabeth, Cynthia L. Selfe, and Melanie Yergeau. “Creating a Culture of Access in Composition Studies.” Composition Studies 42.2 (2014): 151-154.
Davy, Laura. “Philosophical Inclusive Design: Intellectual Disability and the Limits of Individual Autonomy in Moral and Political Theory.” Hypatia 30.1 (2015): 132-148.
Dolmage, Jay. “Disability Studies Pedagogy, Usability and Universal Design.” Disability Studies Quarterly 25.4 (2005).
Hamraie, Aimi. “Designing Collective Access: A Feminist Disability Theory of Universal Design.” Disability Studies Quarterly 33.4 (2013).
Kerschbaum, Stephanie. “Avoiding the Difference Fixation: Identity Categories, Markers of Difference, and the Teaching of Writing.” College Composition and Communication 63.4 (2012): 616-644.
Lewiecki-Wilson, Cynthia, Brenda Jo Brueggemann, and Jay Dolmage, eds. Disability and the Teaching of Writing: A Critical Sourcebook. Boston: Bedford/St. Martin’s, 2008. Print.
Price, Margaret. Mad at School: Rhetorics of Mental Disability and Academic Life. Ann Arbor: U of Michigan, 2011. Print.
Wood, Tara, Jay Dolmage, Margaret Price, and Cynthia Lewiecki-Wilson. “Moving Beyond Disability 2.0 in Composition Studies.” Composition Studies 42.2 (2014): 147-150.
Wood, Tara, and Shannon Madden. “Suggested Practices for Syllabus Accessibility Statements.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy 18.1 (2013).
Yergeau, Melanie, Elizabeth Brewer, Stephanie L. Kerschbaum, Sushil Oswal, Margaret Price, Michael J. Salvo, Cynthia L. Selfe, and Franny Howes. “Multimodality in Motion: Disability and Kairotic Space.” Kairos: A Journal of Rhetoric, Technology and Pedagogy 18.1 (2013).