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2018
Volume 48, Issue 3
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356
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Abstract

This article argues that two principles of a trauma-informed writing pedagogy grounded in clinical scholarship—instructor as buffering role model and psychologically safer classroom spaces—can support students affected by trauma and traumatic stress. Moreover, when these principles are embedded in course structures using concepts central to universal design, they can support all community college writing students facing adversity.

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2021-03-01
2023-12-05
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  • Article Type: Research Article
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