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The Discourse of Disability in Communication Education

Narrative-Based Research for Social Change

Edited By Ahmet Atay and Mary Z. Ashlock

This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.
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Chapter Eight: Teaching College Student with Disabilities: Where Do I Go from Here? Effective Communication Strategies in the Classroom

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CHAPTER EIGHT

Teaching College Student WITH Disabilities

Where Do I Go from Here? Effective Communication Strategies in the Classroom

MARY Z. ASHLOCK



A special thanks to the Disability Resource Center at the University of Louisville, including the director, Cathy Patus, for sharing valuable insights and her staff for their dedication each day for recognizing disability and emphasizing possibility.

This chapter is dedicated to those students who show us what is possible—you are amazing and a true inspiration.

“Disability is a matter of perception. If you can do just one thing well, you’re needed by someone.”

—MARTINA NAVRATILOVA (NAVRATILOVA, 2015)

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