Ramps and elevators, symbols of physically accessible environments open to all, have changed public space. A simultaneous commitment to reducing barriers to success and designing activities and assignments that invite all students to participate in an intellectual space is essential.
The structure of higher education assumes that students should mostly navigate and overcome barriers to their success on their own. Building an accessible and equitable writing course requires an ongoing conversation between faculty and students to negotiate the course environment that works for everyone in the moment. Some parts of accessibility can be planned in advance; others need to be offered and constructed based on participants’ needs. The following ideas and strategies offer opportunities to work with your students on navigating academic ableism.