Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics

Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics

Rick Godden and Anne-Marie Womack reflect on accessibility in the learning process in their essay for the Digital Pedagogy Lab, “Making Disability Part of the Conversation: Combatting Inaccessible Spaces and Logics”:

By making disability a part of the conversation — or perhaps, more pointedly, by acknowledging that it is always an integral part of any conversation about learning and pedagogy whether we explicitly acknowledge it or not — we encourage instructors to evaluate classroom spaces and pedagogical practices for accessibility. Do your practices privilege one sort of body-mind over another? Would contingency plans for accommodation be better integrated into teaching methods as a choice rather than an exception? Identifying the potentially ableist logic of our pedagogies is only the first step, however. Designing inclusive learning spaces is a process, one that must be reevaluated on a continual basis, and one where our students need to be invited into, rather than be treated as the recipients of, ‘best practice’ authoritative models of teaching practice.”

Read the full article here.

IMAGE CREDIT: “Access all areas #2” by Pietromassimo Pasqui, licensed under CC BY-NC-ND 2.0CC BY-NC-nd 2.0.