This book pulls together essays from a diverse group of well-qualified international scholars who are also teachers with disabilities. The scholars represent a broad spectrum of disabilities and academic disciplines and the chapters interrogate the experience of living and working as teachers who have different disabilities-both visible and invisible.
This book pulls together essays from a diverse group of well-qualified international scholars who are also teachers with disabilities. The scholars represent a broad spectrum of disabilities and academic disciplines and the chapters interrogate the experience of living and working as teachers who have different disabilities-both visible and invisible.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Michael S. Jeffress is a lecturer in communication studies at The University of the West Indies in Trinidad and Tobago. He is an active member of the Disability Issues Caucus of the National Communication Association. He has authored one title and edited two others in Routledge's Interdisciplinary Disability Studies series.
Inhaltsangabe
List of tables; List of contributors; Foreword Mark D. Sherry; Editor's Preface & Introduction Michael S. Jeffress; Section I: Teaching with Physical Disability; Chapter 1: Almost Passing: Using Disability Disclosure to Recalibrate Able-Bodied Bias in the Classroom Julie-Ann Scott and Kelly P. Herold; Chapter 2: Teaching on Wheels: Bringing a disability perspective into the classroom April Coughlin; Chapter 3: How Crip is Too Crip?: Re-Imagining the Presence of Disabled Professors in the Academy Nadine LeGier and Michelle Owen; Chapter 4: My Class, My Disability, My Struggle Tafadzwa Rugoho and Michael S. Jeffress; Chapter 5: Teaching Through a Traumatic Brain Injury Sarah E. Schoper; Section II: Teaching with a Sensory Disability; Chapter 6: "The Instructor is Partially Def": DHH Professing in Higher Education Lisa M. Dembouski; Chapter 7: Teaching with a Disability in the Classroom: A Dialogue about Disability Praxis Between a Deaf Law Professor and a Hearing Education Professor Michael A. Schwartz and Brent C. Elder; Chapter 8: "Is That Really Our Teacher professor person?" Working from the Boundaries: Enabling from Afar Amin Makkawy; Chapter 9: My Tech Writing Teacher Has Low Vision: Teachable Moments for Accessibility and Diversity in the Technical Communication Classroom Gia Alexander; Section III: Teaching with a Hidden Disability; Chapter 10: To Share or Not to Share? Pedagogical Dilemmas of a Chronically-Ill Lecturer in Teaching with Invisible Disability Adi Finkelstein; Chapter 11: Negotiations of In/Visible Disability in the Rhetoric Classroom Rebecca Miner; Chapter 12: Method to Our Madness: Teaching and Learning Across Mental Disability Aubry D. Threlkeld and Sarah Louis Pieplow; Chapter 13: Teaching with Dis/ability and Madness Mark A. Castrodale; Chapter 14: The Work Around: How Teaching with Andragogical Practices Can Normalize Learning Disabilities in Education Kimberly M. Cuny; Chapter 15: Teaching with Augmentative and Alternative Communication Alyssa Hillary and Sam Harvey; Chapter 16: Being Exhibit A: Teaching AIDS and Music in the University Classroom Paul Attinello; Section IV: Teaching with Disability: Engaging Students and Colleagues; Chapter 17: Disclosing Disability around the Coffee Stand: Strategies for Boosting Collegiality in Academe Pauline T. Newton, Michael S. Jeffress, and Amanda K. Thomas; Chapter 18: The Impact of having an instructor with a disability on student attitudes toward people with disabilities William J. Brown and Michael S. Jeffress; Index
List of tables; List of contributors; Foreword Mark D. Sherry; Editor's Preface & Introduction Michael S. Jeffress; Section I: Teaching with Physical Disability; Chapter 1: Almost Passing: Using Disability Disclosure to Recalibrate Able-Bodied Bias in the Classroom Julie-Ann Scott and Kelly P. Herold; Chapter 2: Teaching on Wheels: Bringing a disability perspective into the classroom April Coughlin; Chapter 3: How Crip is Too Crip?: Re-Imagining the Presence of Disabled Professors in the Academy Nadine LeGier and Michelle Owen; Chapter 4: My Class, My Disability, My Struggle Tafadzwa Rugoho and Michael S. Jeffress; Chapter 5: Teaching Through a Traumatic Brain Injury Sarah E. Schoper; Section II: Teaching with a Sensory Disability; Chapter 6: "The Instructor is Partially Def": DHH Professing in Higher Education Lisa M. Dembouski; Chapter 7: Teaching with a Disability in the Classroom: A Dialogue about Disability Praxis Between a Deaf Law Professor and a Hearing Education Professor Michael A. Schwartz and Brent C. Elder; Chapter 8: "Is That Really Our Teacher professor person?" Working from the Boundaries: Enabling from Afar Amin Makkawy; Chapter 9: My Tech Writing Teacher Has Low Vision: Teachable Moments for Accessibility and Diversity in the Technical Communication Classroom Gia Alexander; Section III: Teaching with a Hidden Disability; Chapter 10: To Share or Not to Share? Pedagogical Dilemmas of a Chronically-Ill Lecturer in Teaching with Invisible Disability Adi Finkelstein; Chapter 11: Negotiations of In/Visible Disability in the Rhetoric Classroom Rebecca Miner; Chapter 12: Method to Our Madness: Teaching and Learning Across Mental Disability Aubry D. Threlkeld and Sarah Louis Pieplow; Chapter 13: Teaching with Dis/ability and Madness Mark A. Castrodale; Chapter 14: The Work Around: How Teaching with Andragogical Practices Can Normalize Learning Disabilities in Education Kimberly M. Cuny; Chapter 15: Teaching with Augmentative and Alternative Communication Alyssa Hillary and Sam Harvey; Chapter 16: Being Exhibit A: Teaching AIDS and Music in the University Classroom Paul Attinello; Section IV: Teaching with Disability: Engaging Students and Colleagues; Chapter 17: Disclosing Disability around the Coffee Stand: Strategies for Boosting Collegiality in Academe Pauline T. Newton, Michael S. Jeffress, and Amanda K. Thomas; Chapter 18: The Impact of having an instructor with a disability on student attitudes toward people with disabilities William J. Brown and Michael S. Jeffress; Index
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