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The ILA issues a cautionary statement. The nature of dyslexia and our responses to it are still under investigation. The organization promotes responsiveness on the part of teacher professionals as the best course of action.

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Here is a handout with traditional descriptions of dyslexia. You will encounter this model of disability in schools, so this is helpful to know, BUT it is an awfully neat and uncomplicated definition in my assessment. I recommend reading with a resisting eye

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Building Adolescent Literacy in Today's English Classrooms

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Building Adolescent Literacy in Today's English Classrooms

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This is a practice resource for in-service and pre-service teachers, along with teacher educators. Bomer provides rationale and methods for moving from asset rather than deficit by acknowledging and building on the existing literacies of all students.

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Building Adolescent Literacy in Today's English Classrooms

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To prepare students to participate in tomorrow’s world, Randy shows how to assess adolescents and their literacy needs, plan differentiated instruction,

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Zdenek's book and accompanying website invite users to think more critically and rhetorically about captioning. This work pushes (far) beyond a technical view of captioning as simply transcribing words or utterances. Instead, the practice of transforming sounds into a written/visual mode is a complex rhetorical process that raises questions about access and multimodality. For instance, do forms need to be replicas? If spoken words are not transcribed verbatim, but are instead rhetorically shaped to "best" (open to interpretation, but as Zdenek points out, so verbatim style transcription) convey meaning, does this open or restrict access? In thinking about what captioning could become, such as layered text that indicates features such as the speakers state of mind through font, Zdenek, points us to the ways that addressing access and human variation invites innovation.

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Winner: 2017 Best Book in Technical and Scientific Communication, Conference on College Composition and Communication (CCCC)

There's no book like this; plain and simple, it is one of the most original new books I've ever read.
- Brenda Brueggemann, author of Deaf Subjects

This is a tremendously accessible book. Reading Sounds studies closed captioning in such a nuanced way that it should be required reading for anyone interested in the interface between technical communication or rhetoric and technology.
- Jay Dolmage, author of Disability Rhetoric

After reading this book - even if you don't regularly make use of closed captions - you'll never experience captions the same way again.
- Stephanie Kerschbaum, author of Toward a New Rhetoric of Difference

Powerful. . . . Reading Sounds is clearly written and enjoyable. Commanding attention from sentence one, Zdenek builds a compelling argument not just that captions are interesting but also that captioners engage in significant rhetorical work.
- Gregory Zobel, Technical Communication, 63.2 (May 2016): 166.

Zdenek has not only broken new ground in the rhetorical analysis of closed captioning, he has also left no stone unturned in dissecting the different ways that captioners make rhetorical choices in describing sound - and more specifically, nonspeech sound - in textual form in television shows and movies. He has delivered a panoramic view of the rhetorical quality of closed captioning in popular media for scholars in technical communication, multimodal composition, disability studies, accessibility, and sound studies. Reading Sounds seems destined to be a foundational text that will be referenced by accessibility and caption scholars - starting with this reviewer - in the years to come.
- Janine Butler, Rhetoric Review, 35.3 (June 2016): 277-9.

An authoritative, readable guide to closed captioning, this volume provides the type of rigorous rhetorical framing required by students attempting to understand how complex multimodal texts achieve their effects. Zdenek (technical communication and rhetoric, Texas Tech) argues that technical issues - e.g., accuracy and completeness of transcriptions of speech, screen placement, typefaces used - have been the focus of captioners for too long. In nine chapters, he covers logocentrism; "overcaptioning," which he considers an especially thorny problem; captioning tone of voice; silences, ambient sounds, and sonic allusions - and much more. Enhanced by an ancillary website commenting on dozens of thoughtfully selected film clips, Reading Sounds amply demonstrates the relevance of closed captioning.
- A. R. Richards, Choice, 53.12 (August 2016): 93.

Published in December 2015 by The University of Chicago Press (ISBN: 978-0226312811), Reading Sounds: Closed-Captioned Media and Popular Culture by Sean Zdenek is the first book to analyze how closed captions make meaning. Drawing on a wide range of popular TV shows and movies, it positions closed captioning as a significant variable in multimodal analysis, questions narrow definitions of closed captioning as the mere "display" of text on the screen, broadens current treatments of quality captioning, and explores captioning as a complex rhetorical practice.

This supplemental website includes all of the media clips discussed in Reading Sounds - over 500 video clips!

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Winner: 2017 Best Book in Technical and Scientific Communication, Conference on College Composition and Communication (CCCC) There's no book like this; plain and simple, it is one of the most original new books I've ever read. - Brenda Brueggemann, author of Deaf Subjects This is a tremendously accessible book.

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Note: Still exploring this rich website. But so far...

Krip-Hop Nation is a website and blog (and apparently a magazine and radio show as well) focusing on bringing visibility to disabled hip-hop artists. Krip-Hop nation moves from a positive identity of disability, and often focusing on intersectional politics, like the erasure of disability from Black history or police violence affecting disabled Black people. The blog provides info on both disabled hip-hop artists and the treatment of disability in hip-hop largely.

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This website regularly reviews young adult and children's literature in which disability is represented. The authors' (who identify as disabled--"nothing about us without us") stated goals are to help readers, writers, and editors find and understand "good portrayals" of disability in children's and young adult literature. While this is open to interpretation their aim is to provide readers with enough information to "judge" for themselves. As such, this would be a good resource for a teacher cultivating the pedagogical content knowledge to use disability studies as a lens/topic within a literacy space OR for student readers interested in this for their own reading choices.

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Disability in Kidlit - Reviews, articles, and more about the portrayal of disabilities in children's fiction

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Princess Tilda does not demonstrate the need to "overcome" her clubfoot, that word many of us in the disability community have come to loathe. To me, Tilda represents a new kind of heroine, who is strong and doesn't need saving, but also acknowledges and shows her vulnerability and insecurities.

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Hendren "Why are Glasses Perceived Differently Than Hearing Aids"

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Hendren "Why are Glasses Perceived Differently Than Hearing Aids"

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Without technology, the human body is a pretty limited instrument. We cannot write without a pen or pencil, nor eat hot soup without a bowl and, perhaps, a spoon.

And yet, only certain technologies are labeled "assistive technologies": hearing aids, prostheses, wheelchairs. But surely our pens and pencils, bowls and spoons assist us as well. The human body is not very able all on its own.

My curiosity about how we think about these camps of "normal" and "assistive" technologies brought me to Sara Hendren, a leading thinker and writer on adaptive technologies and prosthetics. Her wonderful site, Abler, was recently syndicated by Gizmodo. I talked to her about why crutches don't look cool, where the idea of "normal" comes from, and whether the 21st century might bring greater understanding of human diversity.

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Why Are Glasses Perceived Differently Than Hearing Aids?

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Without technology, the human body is a pretty limited instrument. We cannot write without a pen or pencil, nor eat hot soup without a bowl and, perhaps, a spoon. And yet, only certain technologies are labeled "assistive technologies": hearing aids, prostheses, wheelchairs. But surely our pens and pencils, bowls and spoons assist us as well.

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https://backchannel.com/all-technology-is-assistive-ac9f7183c8cd#.ffa9w5uuy

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Six design rules on "disability"

In 1941, the US Navy commissioned the husband-and-wife design team of Charles and Ray Eames to design a lightweight splint for wounded soldiers to get them out of the field more safely. Metal splints of that period weren't secure enough to hold the leg still, causing unnecessary death from gangrene or shock, blood loss, and so on.

The Eameses' unpainted wood splint, curved at its edges to keep the leg from falling off, with a targeted set of slots and holes for tying secure restraints. Bottom image courtesy of Hive.The Eameses had been working on techniques to mold and bend plywood, and they were able to come up with this splint design - conforming to the body without a lot of extra joints and parts. The wood design became a secure, lightweight, nest-able solution, and they produced more than 150,000 such splints for the Navy.

Over the next decade, the Eameses would go on to refine their wood-molding process to create both sculpture and functional design pieces, most notably, this celebrated chair:

A classic model of an Eames recliner and ottoman, each with an understructure of molded stained wood, highlighting the curve of the grain around its edges, and black leather upholstery. Graham Pullin, in his book, Design Meets Disability, cites this story as an example of a seemingly specialized design problem - improving a battlefield medical aid for wounded soldiers - that inspired a whole aesthetic in modernist furnishings. The chairs launched a thousand imitators, and a new ethos of simple, organic lines in household objects.

It's easy to assume that such innovation would more often happen in reverse: that a generalized design solution would "trickle down" to the narrow confines of adaptive and assistive aids. But, as Pullin points out, this example suggests that disability concerns are in fact an overlooked source of rich aesthetic ideas, with relevance and impact for design far beyond their immediate starting point.

More than that, I think this story demonstrates why everyone should pay more attention to matters of disability.

You might imagine that "disability studies" is just one more category of identity research that's been created primarily for political advocacy, interesting only to those directly affected by issues of accessibility, accommodation, or special rights. But "disabled-ness" is another matter altogether. There are at least two big reasons why disability concerns are everyone's concerns.

Patient Marc Andre Duc wears a cap with electrodes next to a computer during a presentation of brain-machine interface by the Swiss Federal Institutes of Technology of Lausanne (EPFL) in 2013.First, it's a false divide to make a we/them: either able-minded, able-bodied, or disabled. After all, how cultures define, think about, and treat those who currently have marked disabilities is how all its future citizens may well be perceived if and when those who are able-bodied become less abled than they are now: by age, degeneration, or some sudden - or gradual - change in physical or mental capacities. All people, over the course of their lives, traffic between times of relative independence and dependence. So the questions cultures ask, the technologies they invent, and how those technologies broadcast a message about their users - weakness and strength, agency and passivity - are critical ones. And they're not just questions for scientists and policy-makers; they're aesthetic questions too.

Second, in many cultures - and certainly in the US - a pervasive, near-obsession with averages and statistical norms about bodies and capacities has become a naturalized form of describing both individuals and populations. But this way of measuring people and populations is historically very recent, and worth reconsidering.

Disability studies scholar Lennard Davis writes,

". . . before the nineteenth century in Western culture, the concept of the 'ideal' was the regnant paradigm in relation to all bodies, so all bodies were less than ideal. The introduction of the concept of normality, however, created an imperative to be normal, as the eugenics movement proved by enshrining the bell curve (also known as the 'normal curve'�) as the umbrella under whose demanding peak we should all stand. With the introduction of the bell curve came the notion of 'abnormal' bodies. And the rest is history." Bending Over Backwards: Disability, Dismodernism, and other Difficult Positions

You all know the bell curve, of course.

A chart of a classical bell curve, this one measuring "the severity of language disorders." Standard scores, as usual, fall into the widest part of the curve.It's the source of all talk about how individuals measure up, relative to others. In case you doubt this obsession, I invite you to witness the conversation among parents of young children: It's all percentiles, and milestones, and being "ahead of the curve" with respect to each month of a child's development. Exceptional normal-ness is what they prize above all else, and it's these measurements that can reassure anxious caregivers, despite little correlation between these measures and a lifetime of wellness, healthy relationships, or sustaining work.

Again, Davis reminds us that this is a recent set of cultural ideas, so unquestioned now that these standards have a way of " enforcing normalcy."

Of course, as Davis writes, "It's too easy to say, 'We're all disabled.'" But a challenge remains: to interrupt cultural assumptions in powerful, creative ways - and to alter wider collective thinking about one's own individual dependence, independence, and that of others.

So how might designers and artists engage these myths about what's normal, and make more visible, critical, and expansive technologies?

A man in an office environment moves easily among computer screen, keyboard, headphones, and smart phone.Well - it's worth saying again: All technology is assistive technology. Honestly - what technology are you using that's not assistive? Your smartphone? Your eyeglasses? Headphones? And those three examples alone are assisting you in multiple registers: They're enabling or augmenting a sensory experience, say, or providing navigational information. But they're also allowing you to decide whether to be available for approach in public, or not; to check out or in on a conversation or meeting in a bunch of subtle ways; to identify, by your choice of brand or look, with one culture group and not another.

Making a persistent, overt distinction about "assistive tech" embodies the second-tier do-gooderism and banality that still dominate design work targeted toward "special needs." "Assistive technology" implies a separate species of tools designed exclusively for those people with a rather narrow set of diagnostic "impairments" - impairments, in other words, that have been culturally designated as needing special attention, as being particularly, grossly abnormal. But are you sure your phone isn't a crutch, as it were, for a whole lot of unexamined needs?

The "Ekso," a commercially available wearable exoskeleton, designed to encase the length of the body in a harness for support and augmented strength. It has enabled some wheelchair users to walk upright.Undoing the distinctions between design for disability and design in general yields a couple of benefits: It brings new attention to technologies that are profound in their use and impact on physical and political accessibility. The advanced replacement limbs, all-terrain wheelchairs, and exoskeletons you can find now are evidence of this new attention.

It also brings a productive uncertainty and a powerful friction to the task of designing technologies of all kinds. Whether you're designing for an established need or seeking an application for a technical novelty, you might take more time before confidently assigning it to a user, or to deciding, up front, with confidence, how it will be used. It might be for practical ends, or for play, or for something else you've not yet imagined.

Instead of labeling some technologies and not others as assistive, let's start like this: We're all getting all kinds of help from the things we make. All kinds of help, all the time, for our many material and social and educational and political needs. Private needs and public ones. No one is exempt. Then the questions get really interesting: What can a body do? What needs are you interested in? Who might use which thing for what? Where might the surprises be? How might a familiar thing morph into something else altogether?

In the name of good friction, then, I want to suggest some possible dispositions for designers and artists taking a look at ability and disability.

Invisibility is overrated.

A woman wears a necklace that falls from the back of her ears to form a lariat-style pendant beneath her collarbone.The Victoria & Albert museum's 2006 exhibit, Hearwear, commissioned designers to reconsider the traditional hearing aid, a long neglected prosthesis known for dubious "flesh toned" plastics and metal circuitry. The designers rejected the idea of these devices as objects of shame.

A woman wears a jewel-like hearing aid, similar in size and shape to an earbud, draped around the back of the head with thin, elegant wiring."The Beauty of Inner Space," a design by Ross Lovegrove, has more in common with jewelry than medical gear. His proposal would have this aid amplify and mute sounds at the user's discretion - highlighting sounds you want to hear and canceling out others. And the Svara hearing aid is a proposal to make amplification gestures blend seamlessly with other naturalistic movements: moving the necklace's "pendant" up or down, for example, or tucking one's hair behind the ears.

In other words, one strand of design might be devoted to making hearing aids as discreet as possible - to hide its function from view. But another round of questions becomes more interesting altogether: What might a hearing aid also do - or do instead - that's never even been considered?

(See more hearing aids in the exhibition covered by Designboom.)

Rethink the default bodily experience.

Researchers at Georgia Tech re-imagined wheelchair navigation for quadriplegic users - with a tongue driver. It's a wireless device that allows those who have high-level spinal cord injuries, and therefore little or no limb movement, to operate computers and their own electric wheelchairs.

Georgia Tech researchers use a digital tongue receptor as a control devicePlacing the controls in headsets, say the researchers, made them susceptible to getting jostled and needing frequent recalibration. Moving the entire system inside the mouth makes it stable and reliable, and the tongue's receptors are sensitive enough that the user can move a cursor on a screen and direct a wheelchair in the way a joystick would have in the past. And the entire system can be programmed for many complex commands at once.

Instead of approximating a hand movement with joystick directionality, this system exploits a built-in sensitivity goldmine, protected from outside elements. Sometimes heightened functionality is about reconsidering typical adaptations entirely, inverting the expected sensory mechanism. One could easily picture this system in general use for tasks that typically require hand control-like gaming.

Consider fine gradations of qualitative change.

I'm as much a fan of the exoskeletons and bionic limbs as the next person. But there are far more subtle changes for bodies over the lifespan for the designer also to address. Some of the most interesting ideas pose ways to "edit" environments that already exist, to accommodate more bodies more of the time.

The Wanderest is just that kind of edit: a perch for pausing on the otherwise relentlessly forward-looking streetscape. As cities consider their usability for aging populations, this kind of accommodation might be as important as newer, "smarter" nursing home environments. Could small structures like these make streets more navigable, make independent living more attainable for a longer period?

Left: A molded wood perch or chair, with curvilinear strands that welcome a sitter and a body that attaches to a telephone pole or streetlight. Right: The same Wanderest perch, this time with a human sitter in it.So many medical technologies for treatment are just that: medicalized. They operate with the assumption that a change in ability is primarily a biological condition, without thought for the broader ways the built environment can expand and shift to welcome multiple kinds of bodies and experiences.

Uncouple medical technologies from their diagnostic contexts.

Temple Grandin is a research scientist in animal husbandry and now a well-known self-advocate for people with autism spectrum conditions. Grandin has revolutionized the cattle slaughter process, creating far more humane tools and practices for a huge percentage of slaughterhouses all across the U.S.

Grandin was a close observer of cattle on ranches growing up, and she noticed the common use of a "squeeze chute" - a tight chamber that would hold a cow still for inoculation. The deep pressure had a calming effect on the animals.

Watching this technology, Grandin intuited her own need for an adaptive "hugging machine" that would provide her with a proxy for human touch. For someone whose interpersonal interactions were often confusing, she found that this machine delivered a kind of affection and calming influence that she needed but wouldn't get from a typical kind of human relationship.

Artist and MIT professor Wendy Jacob proposed a collaboration with Grandin to modify and replicate the hugging machine - in the form of these "squeeze chairs" - furniture that gives you a hug.

Boxy upholstered chairs include square, arm-like extensions that press inward from the chairs' edges - here embracing a young sitter.What happens when a tool used for therapeutic reasons also points outward from a diagnostic mode toward something more ambiguous, entering the realm of the poetic? Why shouldn't a critical object like this one possess more affect, be more responsive? When an object's uses and users get less clearly marked, new stories about that object and its users can suddenly emerge.

Design for one.

Michail Vanis, a young interaction designer working with a team of fellow students on"the future of work," started to think about his grandmother Despina's retirement from her job as a seamstress - a job she valued for its camaraderie of fellow workers at their sewing machines in a shared physical space.

After her retirement, it wasn't that Despina needed a chair or adaptive machine to allow her to sew in her elder years; it was that she missed the togetherness of colleagues. So Vanis created Social Sewing, a complex of sewing machine avatars that activate when her now far-flung colleagues were also laboring in their post-work contexts.

Left: A close-up view of white-and-dark-stained wood miniature sewing machines, each complete with "needle" and swatch of fabric. Right: A woman smiles in front of her own sewing machine and three small machine avatars that activate when her former colleagues are also sewing.This project is about productive, radical constraints: it narrows the design question to a single user, but it suggests a much wider frame for thinking about the "future of work" in all its crucial qualitative senses.

And this is perhaps the most important: Let the tools you make ask questions, not just solve problems.

The tricky part with popular prosthetic design - bespoke artificial limbs and such - is an overwhelmingly dominant trend toward making people with atypical bodies "pass" as "normal." Plenty of well-meaning designers set out to re-design an object so that its wearer won't "appear disabled," with the presumption that a preconception of "normal" is always desirable.

Yes - of course - some users want discreet tools! But others roundly reject the notion that all bodies should conform to some standardized or performative ideal. This kind of variability and disagreement should also be a productive friction for the designer. Once freed from thinking in terms of creating tools for disability, designers can create personal objects that disrupt our notions of dependence and autonomy.

Jennifer Crupi, an artist and metalsmith, makes a kind of gestural jewelry:

Left: A woman "trains" her fingers in the power gesture, with the metal tool braced between each finger tip, with nested holes for each digit. Right: A woman wears the Guarded Gesture, "necklace" of thick silver wire that ends in two curved resting bowls for her crossed forearms.Power Gesture forces its wearer to assume the authoritative position of steepled fingers, held confidently and calmly in front of one's chest. An assistive device to rehearse one's self-presentation. The device forces the user's fingertips on each hand to be aligned and pressed together, spread wide apart from each other.

The Guarded Gesture, externalizes the betrayal of emotions that's so revealing in the crossed-arms stance. With these designs there's a kind of comedy-with-teeth: Crupi makes a shrewd comment on the sciences of body language - and the ways humans say both what they want to express and what they wish to hide.

Questions of utility matter: Does it work efficiently? Is its power maximized? Is it user-friendly? Can it be mass produced, affordably? But questions outside utilitarian concerns also matter.Whether interrogative design, or critical design, or "design for debate," objects and their stories can suggest a para-functionality that makes subtler needs and proxies become visible.

Let's hope for objects that raise and suspend questions, and employ them alongside objects designed to solve problems. Then we can have a complex public conversation about needs and desires for interdependence. And about tools that provide assistance to every human body.

Thanks to Graham Pullin, Katherine Ott,
especially , Mara Mills, & Tim Maly.

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Six design rules on "disability" In 1941, the US Navy commissioned the husband-and-wife design team of Charles and Ray Eames to design a lightweight splint for wounded soldiers to get them out of the field more safely. Metal splints of that period weren't secure enough to hold the leg still, causing unnecessary death from gangrene or shock, blood loss, and so on.

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"Education" from Keywords in Disability Studies

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"Education" from Keywords in Disability Studies

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Education...liberatory or oppressive potentials

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"Accommodation" from Keywords for Disability

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"Accommodation" from Keywords for Disability

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In-context teachers will often encounter the word "accommodation" in a an untroubled way that renders it common sense. For instance, students receiving special education services often have legally mandated accommodations that must be provided to them. Additionally, teachers will encounter this as a part of the concept of differentiation, perhaps as a part of a Response to Intervention model. This article will help to frame...

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"Disability" from Keywords for Disability

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"Disability" from Keywords for Disability

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Overview of ways to view disability-- troubling its taken for granted, checklist positioning in school, an introduction

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Examined Life: Judith Butler and Sunaura Taylor

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Examined Life: Judith Butler and Sunaura Taylor

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https://www.youtube.com/watch?v=k0HZaPkF6qE&t=2s

Deconstructing disability, variation, relationships between bodies and technologies

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Novel study/inquiry with a Disabilities Studies Lens

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Novel study/inquiry with a Disabilities Studies Lens

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http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1064-mar17/EJ1064Disabling.pdf

This article is a practitioner's narrative of shifting one novel unit (The Fault in Our Stars by John Green) to include a disabilities studies lens after becoming critically conscious of the need for this. Even in critically oriented/social justice focused teacher education programs, preservice teachers encounter race, class, and gender as lenses for critical inquiry, but not disabilities studies. This article is a short, accessible, and practical way to introduce this perspective. It does not include a deep exploration of disabilities studies, but rather an overview of Moore's shift as a practioner, her methods for teaching The Fault in Our Stars from this lens, and her students' experiences. For instance, by engaging with other texts, such as disabilities activists Stella Young's TED talk that criticizes the positioning of disabled people as "inspiration porn" for the non-disabled, her students were able to critically engage with the novel and raise many questions about the representation of disability within.

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Moore 2016 EJ1064Disabling Fault in Our Stars

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This is Ladson-Billings 2014 response to her own text, Toward a Theory of Culturally Relevant Pedagogy. Still operating from the idea that no curriculum is neutral, Ladson-Billings' remix adds in the idea that no culture is static either. Using Paris and Alim's Culturally Sustaining Pedagogy, she advocates from the idea that culture, and thus responsiveness to it, is fluid. I think this has touch points with ideas like kairos or contingency or complex embodiment: culture shifts, bodies shift, our notions of disability shift...

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Literacy Education and Disability Studies: Reenvisioning Struggling Students

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Literacy Education and Disability Studies: Reenvisioning Struggling Students

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This short article, which potentially has resonance for practitioners, researchers, and teacher educators, works well as an introduction to Disability Studies in Education. It focuses shifting from a medical model of disability, wherein students labeled as disabled are viewed through deficit lenses as having problems that need fixing, to a social model of disability wherein students experience a "mismatch" with school structures and experiences, thereby reframing disability as social constructed. Additionally, the authors call attention to and counter the able/disabled binary often created within teacher education programs where the (typically) single course focused on difference creates a narrative that students not labeled as disabled have no special needs and disabled students are defined solely by difference from their peers.

After exploring DSE, the authors shift to a question which is also central to this project: how can DSE shift literacy practices in schools? The authors first demand that literacy classrooms be inclusive and that teachers be empowered to meet the literacy needs of the students in that classroom, rather than have them be served by things like interventions or pull-out programs. Teachers and teaching must serve the range of literacies and literate needs of actual students in the room, rather than a normative and imagined ideally literate student. Rather than viewing literacy as something students lack, particularly students who struggle to meet the literacy demands of schooling, literacy should be viewed broadly, with a focus on what students have. Importantly the authors are clear to reframe struggles with literacy as merely academic struggles; while this may seem confusing given the primacy of schooling in lives, this essentially means that this struggle is socially created by school systems which privlige and priortize some literacies over others. Many of the recommendations of this essay might be familiar to preservice teachers via other concepts touched on more often in literacy teacher education, such as asset pedagogies, building on existing literacies, the importance of multimodality, and viewing literacy as social practices enacted in specific contexts, but an important move the authors make is to tie all of these things together as a social justice concern, as a project of increasing access, demanding inclusion, and embracing difference in an "era of increasing educational standardization and homogenization."

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A Pedagogy of Multiliteracies: Designing Social Futures

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A Pedagogy of Multiliteracies: Designing Social Futures

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A staple of literacy teacher education...argues for multiplicity, multimodal conceptions of literacy

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Dis/ability critical race studies (DisCrit) theorizing at the intersections of race and dis/ability

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Dis/ability critical race studies (DisCrit) theorizing at the intersections of race and dis/ability

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Annamma proposes a new theoretical framework, which puts Critical Race Theory and Disability Studies in conversation through this dual analysis of race and dis/ability. Historically, white supremacy and ableism are connected, but Annamma points out that this legacy continues: a disproportionate number of racially, ethnically, and/or linguistically minoritized students are referred to and placed in special education services, particularly in the most subjective categories like Emotionally Disturbance. All diagnoses, even those considered more medicalized are subjective; Annamamma references the blurry distinctions between visually impaired and poor eyesight. Thus, bringing these concepts together, dis/ability as a concept is interrogated, starting with its discursive representation in the article (dis/ability). Race and disability are co-constructions, connected by deficit thinking and its material othering within school systems. Disability within school systems seems are a codified and visible iteration of the deficit thinking that circulates in school systems, which is exactly what we are trying to disrupt within critically oriented literacy education programs. Annamma references "the ways in which race, racism, dis/ability and ableism are built into the interactions, procedures, discourses, and institutions of education, which affects students of color with dis/abilities qualitatively differently than white students with dis/abilities" (p.7) as another layer to segregation, which teachers will need to resist.

The tenets of critical disability studies in education are: viewing race and disability interdependent, embracing multidimensional identities, acknowledging the material impacts of being othered through race or dis/ability labels, interrogating the legal and historical aspects of race and dis/ability, understanding that whiteness and ability are linked as property, and resistance and action to all of this.