Recognizing the Métis of Learners with Intellectual/Developmental Disabilities in College Composition

Authors

  • Sean Kamperman Valparaiso University

DOI:

https://doi.org/10.18061/dsq.v40i1.7223

Keywords:

intellectual disability, inclusive education, pedagogy, literacy, rhetoric, composition, métis

Abstract

This paper was originally presented as part of a panel on métis approaches to college composition at the 2019 Conference on College Composition and Communication in Pittsburgh, PA. It explores the affordances of métis for understanding the adaptive literacy practices of college students with diagnoses of I/DD. Based on findings from a grounded investigation, the author identifies ways composition instructors can utilize métis as a lens for perceiving how students with I/DD reveal "double and divergent" (Dolmage) approaches to classroom literacy.

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Published

2020-03-11

How to Cite

Kamperman, S. (2020). Recognizing the Métis of Learners with Intellectual/Developmental Disabilities in College Composition. Disability Studies Quarterly, 40(1). https://doi.org/10.18061/dsq.v40i1.7223

Issue

Vol. 40 No. 1 (2020): Winter 2020

Section

Special Section on Metis

License

Copyright (c) 2020 Sean Kamperman

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.