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

Sean Kamperman

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.


Keywords


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

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DOI: http://dx.doi.org/10.18061/dsq.v40i1.7223

Copyright (c) 2020 Sean Kamperman

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