Where to begin: a pilot study of accessibility in the English composition classroom

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dc.contributor Erevelles, Nirmala
dc.contributor Buck, Amber
dc.contributor Tekobbe, Cindy
dc.contributor Whiting, Fred
dc.contributor.advisor Niiler, Luke
dc.contributor.author Bone, Kirstin Marie
dc.date.accessioned 2020-01-16T15:04:29Z
dc.date.available 2020-01-16T15:04:29Z
dc.date.issued 2019
dc.identifier.other u0015_0000001_0003478
dc.identifier.other Bone_alatus_0004D_13893
dc.identifier.uri http://ir.ua.edu/handle/123456789/6535
dc.description Electronic Thesis or Dissertation
dc.description.abstract Black, Weinberg, & Brodwin (2015) report that Universal Design for Learning and Universal Design for Instruction (UDL/UDI) may help reduce learning barriers for students of all abilities, but few examples of UDL/UDI are provided in the literature within higher education, especially within writing studies. Brewer, Selfe, and Yergeau (2014) call attention to this gap, challenging writing teachers to establish a culture of access, making accessibility ‘a defining feature of our composition processes and our professional practices.’ Answering this call, my dissertation seeks to create a UDL/UDI training program for the Old Southern University English department. To create this training program, I first conducted a survey of the faculty, part-time temporary instructors (PTTI), full-time temporary instructors (FTTI), and graduate teaching assistants. This survey sought to identify how teachers understood disability and how those understandings impacted their classroom policies. Survey data was then coded using an initial coding methodology. Following the survey, metanarrative interviews were conducted with a sampling of six instructors. These instructors described their Blackboard Learn websites and how they did or did not work to enact accessibility during the design process. The interviews were coded and analyzed using a theoretical coding methodology. Based on the findings of this study, I then propose a training program to be piloted in the Old Southern University English department next fall. This program represents would act as the beginning of a larger cultural shift within the department, intended to help the department work towards a culture of accessibility.
dc.format.extent 173 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Disability studies
dc.subject.other Pedagogy
dc.subject.other Educational evaluation
dc.title Where to begin: a pilot study of accessibility in the English composition classroom
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of English
etdms.degree.discipline English
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.

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