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dc.contributor.advisorWalters, Shannon
dc.creatorSavaglio, Micah
dc.date.accessioned2022-08-15T18:57:32Z
dc.date.available2022-08-15T18:57:32Z
dc.date.issued2022
dc.identifier.urihttp://hdl.handle.net/20.500.12613/7995
dc.description.abstractRecently, disability and writing studies scholars have demonstrated the extent to which widely accepted approaches to the teaching of writing fail to address the fraught intersection between mental disability and academic commonplaces, such as multimodal texts and assignments, with real consequences for the well-being of our students (Yergeau; Oswal; Selfe). Given the dramatic rise of online and other multimodal forms of instruction that has characterized and continues to shape college writing classrooms in the era of COVID-19, the barriers to access (social, physical, and institutional) that exist in multimodal writing classrooms require deeper examination. Drawing upon disability studies scholarship from Price, Kerschbaum, and Walters, my dissertation examines the complex relationship between writing instruction and mental disability in the context of Metro University’s First Year Writing Program (FYWP) and explores the affordances disabled students bring to bear on the multimodal spaces of their writing classrooms. In addition to examining the program’s standard syllabus, policies, and assignments, I conducted individual interviews with Metro undergraduate students, including students with disabilities, to collect data on students’ experiences of course policies (e.g., participation; grading) and practices (e.g., online peer review; multimodal composing) in the first-year writing classroom. I used methods drawn from critical discourse analysis and disability studies to identify elements of the curriculum that presented potential barriers to students with mental disabilities, including cumulative, interconnected penalties for absences, tardiness, and late work; a policy of not grading essay drafts; and the absence of policies designed to address issues linked to mental health. My analysis has revealed conflicting levels of access to participation in the course, pointing to the need for multimodal learning environments flexible enough to address a wide range of access needs at once. This work contributes to emerging writing and disability scholarship on the role of multimodality in developing non-normative writing pedagogies and inclusive program designs. The study was reviewed by the IRB and deemed not to be human subjects research. It was conducted in partnership with the university’s Disability Resources and Services and FYWP, which adopted attendant policy recommendations.
dc.format.extent197 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectDisability studies
dc.subjectPedagogy
dc.subjectRhetoric
dc.subjectAccess
dc.subjectDisability studies
dc.subjectMental disability
dc.subjectMultimodal composition
dc.subjectWriting pedagogy
dc.subjectWriting program administration
dc.titleDisability and Multimodal Composition: Exploring Access Conflicts, Personalization, and Access Creation
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberWalters, Shannon
dc.contributor.committeememberGoldblatt, Eli
dc.contributor.committeememberOmizo, Ryan
dc.contributor.committeememberSalem, Lori A.
dc.description.departmentEnglish
dc.relation.doihttp://dx.doi.org/10.34944/dspace/7967
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst15000
dc.creator.orcid0000-0003-4975-2759
dc.date.updated2022-08-11T22:10:35Z
refterms.dateFOA2022-08-15T18:57:32Z
dc.identifier.filenameSavaglio_temple_0225E_15000.pdf


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