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2018
Volume 74, Issue 4
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006
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Abstract

This article examines the role that syllabi play in the current system of disability accommodations, and how disabled students use syllabi as a rhetorical tool in their approach to disability disclosure. I offer strategies for teachers to gauge how their syllabi encourage or discourage agentive disclosure of disability accommodations.

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/content/journals/10.58680/ccc202332522
2023-07-01
2024-12-01
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  • Article Type: Research Article
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