Teaching English in the Two-Year College - Volume 49, Issue 3, 2022

This article considers disabled students’ experiences with collaborative writing and offers strategies to improve the accessibility of collaborative writing assignments.

Examining the interaction of neurodivergence with course policies and assignment specifics can help instructors avoid common discriminatory practices that cause otherwise successful students to fail.

In this article, I examine how the language circulated by two-year college writing center websites impacts discursive understandings of disability and offer recommendations for more accessible documentation practices grounded in critical disability studies and technical and professional communication theory.

This TETYC symposium centers anti-ableist action across two-year college institutional contexts, including the writing classroom (Olivas), writing centers (Van Dyke and Lovett), a Writing Across the Curriculum Program (Rousculp), and basic writing (Naomi Bernstein). Taken together, these authors offer insights into establishing anti-ableist practices in two-year college English studies with careful attention to multiple marginalized identities.