ABSTRACT

This chapter stems from the author's years of experience working in industry as a technical writer, now teaching technical communication at a public university. He has contributed to an evolving conversation with students about disability within the context of campus accessibility. The chapter presents the assignments, which are exploratory and are continuously revised as experiment with various teaching methods that are useful to students. It considers two sections for writing instructors, especially for those teaching technical writing who are considering adopting a disability-centered pedagogy course design. The first section emphasizes basic frameworks that are fundamental to teaching a disability studies-centered course. The second section provides details on a scaffolded project that can easily incorporate these concepts. The purpose of developing a project that centers on campus accessibility is twofold: use a rhetorical approach to create technical documentation; and identify a need to better the campus environment for all students, those with and without disabilities alike.