Document Type

Chapter

Abstract

  • This chapter explores practical strategies based on the lived experiences of the authors, who are disabled graduate instructors.
  • Theoretical approaches to accessible pedagogy should be rooted in praxis that accounts for the material realities of the disabled people it professes to be for.
  • Most classroom interventions at present are accommodations, which are based on the medical model of disability; this chapter describes an approach to accessible pedagogy rooted in the social model of disability, and an ethics of disability justice.
  • Instructors can explore ways of implementing accessible praxis by rethinking the ableist assumptions inherent in such areas as time, space, grading, participation, and technology.

Journal/Book Title/Conference

Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors

Editor

Sam Clem

Publisher

Utah State University

Publication Date

8-15-2022

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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