Document Type
Chapter
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
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.
Recommended Citation
Baker, Jennie and Wooten, Heath J., "Nothing about Us Without Us: Practical Strategies for Accessible Pedagogy" (2022). Exploring How We Teach. Paper 11.
https://digitalcommons.usu.edu/howweteach/11
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