PERC 2025 Abstract Detail Page
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| Abstract Title: | The impact disability has on writing |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | The Courses to Careers Student Design Team is part of a collaborative project that facilitates partnerships between students with disabilities and faculty in physics education. Over the past year, this group has been developing a series of articles for the "Just Physics" column in The Physics Teacher. So far, the series has discussed disabled student experiences and intersectionality. In the near future, additional topics will cover empathy, best practices for supporting students, handling accommodations, and how to celebrate disabled students. In this poster, I discuss the disabled student writing process, specifically the impact that disability has on the writing and the student, and I discuss the supports that were the most effective throughout the process. I hope that this poster and the column itself can give insight into aspects of the disabled student experience and help break down the current exclusionary climate towards students with disabilities. This work is supported in part by NSF Grant Nos. DUE 2336367 and DUE 2336368. |
| Session Time: | Poster Session C |
| Poster Number: | C-50 |
Author/Organizer Information | |
| Primary Contact: |
Erin Syerson Western Michigan University Battle Creek, MI 49037 Phone: 2488770580 |
| Co-Author(s) and Co-Presenter(s) |
J. Butler, Rochester Institute of Technology B. Mora, Arizona State University–Tempe Campus D. Cassens, Albion College M. D. Moenter, Texas A&M University M. W. Guthrie, University of Connecticut T. Bott, Michigan State University E. M. Scanlon, University of Connecticut X. Wu, University of Connecticut T. Adams, Michigan State University D. McPadden, Michigan State University |
