I have delivered the manuscript for International Perspectives on Teaching with Disability: Overcoming Obstacles and Enriching Lives to Routledge. It will most likely be out in May or June and includes chapters written by some great scholars from Africa, Canada, the Caribbean, England, Israel, and the US. Here is a sneak peak at the Table of Contents:
Editor’s Preface & Introduction by Michael S. Jeffress
Foreword by Mark D. Sherry
Section I: Teaching with Physical Disability
Chapter 1: Almost Passing: Using Disability Disclosure to Recalibrate Able-Bodied Bias in the Classroom by Julie-Ann Scott and Kelly P. Herold
Chapter 2: Teaching on Wheels: Bringing a disability perspective into the classroom by April Coughlin
Chapter 3: How Crip is Too Crip?: Re-Imagining the Presence of Disabled Professors in the Academy by Nadine LeGier and Michelle Owen
Chapter 4: My Class, My Disability, My Struggle by Tafadzwa Rugoho and Michael S. Jeffress
Chapter 5: Teaching Through a Traumatic Brain Injury by Sarah E. Schoper
Section II: Teaching with Sensory Disability
Chapter 6: “The Instructor is Partially Def”: DHH Professing in Higher Education by Lisa M. Dembouski
Chapter 7: A Dialogue about Disability Praxis Between a Deaf Law Professor and a Hearing Education Professor by Michael A. Schwartz and Brent C. Elder
Chapter 8: “Is That Really Our Teacher professor person?” Working from the Boundaries: Enabling from Afar by Amin Makkawy
Chapter 9: My Tech Writing Teacher Has Low Vision: Teachable Moments for Accessibility and Diversity in the Technical Communication Classroom by Gia Alexander
Section III: Teaching with Hidden Disability
Chapter 10: To Share or Not to Share? Pedagogical Dilemmas of a Chronically-Ill Lecturer in Teaching with Invisible Disability by Adi Finkelstein
Chapter 11: Negotiations of In/Visible Disability in the Rhetoric Classroom by Rebecca Miner
Chapter 12: Method to Our Madness: Teaching and Learning Across Mental Disability by Aubry D. Threlkeld and Sarah Louise Pieplow
Chapter 13: Teaching with Dis/ability and Madness by Mark A. Castrodale
Chapter 14: The Work Around: How Teaching with Andragogical Practices Can Normalize Learning Disabilities in Education by Kimberly M. Cuny
Chapter 15: Teaching with Augmentative and Alternative Communication by Alyssa Hillary and Sam Harvey
Chapter 16: Being Exhibit A: Teaching AIDS and Music in the University Classroom by Paul Attinello
Section IV: Teaching with Disability: Engaging Students and Colleagues
Chapter 17: Disclosing Disability around the Coffee Stand: Strategies for Boosting Collegiality in Academe by Pauline T. Newton, Michael S. Jeffress, and Amanda K. Thomas
Chapter 18: The Impact of having an instructor with a disability on student attitudes toward people with disabilities by William J. Brown and Michael S. Jeffress
Editor’s Preface & Introduction by Michael S. Jeffress
Foreword by Mark D. Sherry
Section I: Teaching with Physical Disability
Chapter 1: Almost Passing: Using Disability Disclosure to Recalibrate Able-Bodied Bias in the Classroom by Julie-Ann Scott and Kelly P. Herold
Chapter 2: Teaching on Wheels: Bringing a disability perspective into the classroom by April Coughlin
Chapter 3: How Crip is Too Crip?: Re-Imagining the Presence of Disabled Professors in the Academy by Nadine LeGier and Michelle Owen
Chapter 4: My Class, My Disability, My Struggle by Tafadzwa Rugoho and Michael S. Jeffress
Chapter 5: Teaching Through a Traumatic Brain Injury by Sarah E. Schoper
Section II: Teaching with Sensory Disability
Chapter 6: “The Instructor is Partially Def”: DHH Professing in Higher Education by Lisa M. Dembouski
Chapter 7: A Dialogue about Disability Praxis Between a Deaf Law Professor and a Hearing Education Professor by Michael A. Schwartz and Brent C. Elder
Chapter 8: “Is That Really Our Teacher professor person?” Working from the Boundaries: Enabling from Afar by Amin Makkawy
Chapter 9: My Tech Writing Teacher Has Low Vision: Teachable Moments for Accessibility and Diversity in the Technical Communication Classroom by Gia Alexander
Section III: Teaching with Hidden Disability
Chapter 10: To Share or Not to Share? Pedagogical Dilemmas of a Chronically-Ill Lecturer in Teaching with Invisible Disability by Adi Finkelstein
Chapter 11: Negotiations of In/Visible Disability in the Rhetoric Classroom by Rebecca Miner
Chapter 12: Method to Our Madness: Teaching and Learning Across Mental Disability by Aubry D. Threlkeld and Sarah Louise Pieplow
Chapter 13: Teaching with Dis/ability and Madness by Mark A. Castrodale
Chapter 14: The Work Around: How Teaching with Andragogical Practices Can Normalize Learning Disabilities in Education by Kimberly M. Cuny
Chapter 15: Teaching with Augmentative and Alternative Communication by Alyssa Hillary and Sam Harvey
Chapter 16: Being Exhibit A: Teaching AIDS and Music in the University Classroom by Paul Attinello
Section IV: Teaching with Disability: Engaging Students and Colleagues
Chapter 17: Disclosing Disability around the Coffee Stand: Strategies for Boosting Collegiality in Academe by Pauline T. Newton, Michael S. Jeffress, and Amanda K. Thomas
Chapter 18: The Impact of having an instructor with a disability on student attitudes toward people with disabilities by William J. Brown and Michael S. Jeffress
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