The Discourse of Disability in Communication Education

Contents: Ahmet Atay/Mary Z. Ashlock: Introduction ¿ Peter M. Kellet/Alison N. Buckley/Melissa J. Frame: Communication, Teaching and Learning, and Faculty Disability: Lessons from a Personal Narrative ¿ Deleasa Randall-Griffiths/Kelsey Nicolay: Navigating Communication Courses: The Impact of Visual Impairment on the Teacher-Student Relationship in Communication Classrooms ¿ Kelly Coyne/Paul Siegel/Heather Warner: Should I Tell My Students I Am Brain-Injured? ¿ Sandra L. Pensoneau-Conway/Julie S. Cosenza: Disability Subjectivity in Educational Contexts ¿ Vernon Humphrey: Walk in Our Shoes: Bridging the Cultural Abyss ¿ Julie Cosenza: Retard: Learning to Lean ¿ Kathryn Golsan/Kyle Rudick: Caught in the Rhetoric: How Students with Disabilities are framed by DSS Offices in U.S. Higher Education ¿ Mary Z. Ashlock: Teaching College Student with Disabilities: Where Do I Go from Here? Effective Communication Strategies in the Classroom ¿ Ahmet Atay: A Personal Journey to Understanding the Discourse of Disability: Making Connections Possible through New Media Technologies ¿ Stacey O. Irwin: Difference through Documentary ¿ Stacey Peterson: Zero Degrees of Separation: Managing the Advisor Role as Student Demands Increase.

Ahmet Atay (PhD, Southern Illinois University Carbondale) is an assistant professor at The College of Wooster. He is the author of Globalization¿s Impact on Cultural Identity Formation: Queer Diasporic Males in Cyberspace (2015). Mary Z. Ashlock (PhD, Florida State University) is an assistant professor at the University of Louisville. Her research includes disabilities, corporate communication, public speaking, and women/gender studies.