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WPA: WRITING PROGRAM ADMINISTRATION publishes articles and essays concerning the organization, administration, practices, and aims of college and university writing programs. Possible topics include writing faculty education, training, and professional development; writing program creation and design the development of rhetoric and writing curricula; writing assessment within programmatic contexts advocacy and institutional critique and change; writing programs and their extra-institutional relationships with writing's publics; technology and the delivery of writing instruction within programmatic contexts; wpa and writing program histories and contexts; WAC / ECAC / WID and their intersections with writing programs; the theory and philosophy of writing program administration issues of professional advancement and wpa work; and projects that enhance wpa work with diverse stakeholders. CONTENTS OF WPA 40.3 (Summer 2017): SPECIAL ISSUE: ABILITY AND ACCESSIBILITY Letter from the Editor, Kathleen M. Hunzer ARTICLES: Ma(r)king a Difference: Challenging Ableist Assumptions in Writing Program Policies, Melissa Nicolas Toward Inclusive and Multi-Method Writing Assessment for College Students with Learning Disabilities: The (Universal) Story of Max, Steven J. Corbett Failures to Accommodate: GTA Preparation as a Site for a Transformative Culture of Access, Casie J. Fedukovich and Tracy Ann Morse Saying No to the Checklist: Shifting from an Ideology of Normalcy to an Ideology of Inclusion in Online Writing Instruction, Sushil K. Oswal and Lisa Meloncon Kindness in the Writing Classroom: Accommodations for All Students, Kelly A. Shea REVIEWS: Developing Inclusive and Accessible Online Writing Instruction: Supporting OWI Principle 1, Brenta Blevins Rereading and Retelling Rhetoric's Embodied Stories, Ella R. Browning Toward an Interpretive Framework for Access in Writing Programs, Annika Konrad Centering Madness in the Academe: Supporting and Learning from Mental Disability, Elisabeth L. Miller Making Space to Engage Difference in the Classroom, Kelly A. Whitney
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