© 2017 – Routledge
228 pages | 3 B/W Illus.
Research has long substantiated the fact that living with a disability creates significant and complex challenges to identity negotiation, the practice of communication, and the development of interpersonal relationships. Furthermore, individuals without disabilities often lack the knowledge and tools to experience self-efficacy in communicating with their differently-abled peers. So how do these challenges translate to the incorporation of disability studies in a classroom context and the need to foster an inclusive environment for differently-abled students?
Bringing together a range of perspectives from communication and disability studies scholars, this collection provides a theoretical foundation along with practical solutions for the inclusion of disability studies within the everyday curriculum. It examines a variety of aspects of communication studies including interpersonal, intercultural, health, political and business communication as well as ethics, gender and public speaking, offering case study examples and pedagogical strategies as to the best way to approach the subject of disability in education.
It will be of interest to students, researchers and educators in communication and disability studies as well as scholars of sociology and social policy, gender studies, public health and pedagogy. It will also appeal to anyone who has wondered how to bring about a greater degree of inclusion and ethics within the classroom.
Notes on contributors
List of abbreviations
Preface (Michael S. Jeffress)
Chapter 1: Disability Studies in the Communication Ethics Classroom: Pedagogies of Justice and Voice (Joy M. Cypher)
Chapter 2: Creating a College Course on Communication and Disability (Elaine Bass Jenks)
Chapter 3: Exploring Communication between the Differently Abled and the Temporarily Able-Bodied in a Special Topics Course (J. W. Smith, Stephanie Döhling, and Katherine Rush)
Chapter 4: Incorporating Disability Studies into the Communication Classroom through a High Impact Engagement Nonverbal Communication Assignment (Paula K. Baldwin and Michael S. Jeffress)
Chapter 5: Sexuality and People with Disabilities: A Workshop within an Interpersonal Communication Course (Kaori Miyawaki, Kate Ksobiech, Suzen Wildermuth, and Elizabeth Houtz)
Chapter 6: Reframing the Gender Communication Classroom: Utilizing Disability Pedagogy (Brian Grewe, Jr.)
Chapter 7: Bodies of Dis-Ease: Towards the Re-Conception of "Health" in Health Communication (Andrew Spieldenner and Elena Anadolis)
Chapter 8: Disability Cultures and the Intercultural Communication Course (Alberto González and Andrew Donofrio)
Chapter 9: Disability and Communication in the Virtual Classroom (Michael G. Strawser)
Chapter 10: Eyes Wide Open: Student Involvement in ASD Research and TBI Critical Experiential Learning in a Media Literacy Class (Laura C. Farrell and Ginnifer L. Mastarone)
Chapter 11: Enhancing Campus Accessibility: A Disability Studies Approach to Teaching Technical Communication (Rebecca Miner)
Chapter 12: Exploring the Intersection of Ableism, Image Building and Hegemonic Masculinity in the Political Communication Classroom (Emily Stones)
Chapter 13: Unleashing Disability Perspectives in the Public Speaking Course (Bettina Brockmann and Michael S. Jeffress)
Disability studies has made great strides in exploring power and the body. This series extends the interdisciplinary dialogue between disability studies and other fields by asking how disability studies can influence a particular field. It will show how a deep engagement with disability studies changes our understanding of the following fields: sociology, literary studies, gender studies, bioethics, social work, law, education, or history. This ground-breaking series identifies both the practical and theoretical implications of such an interdisciplinary dialogue and challenges people in disability studies as well as other disciplinary fields to critically reflect on their professional praxis in terms of theory, practice, and methods.
Series editor: Mark Sherry, The University of Toledo, USA