ABSTRACT
This chapter examines the social constructs of gender and disability and how they are understood independently and in relation to each other in the current academic conversation. It explains the concept of disability pedagogy, while situating the assumptions and goals of this praxis. The chapter delves into the justification and theoretical application of utilizing disability pedagogy in a gender communication classroom. It considers a series of activities with learning objectives, and how to implement disability pedagogical praxes in a college classroom has been successful and, at times, challenging. According to Brault, more than half of the US population self-identifies as female and one in five citizens identify as having a disability. In a world in which gender roles are being consistently re-defined by the media and reinforced through practically every medium imaginable, a set of display and social behavioral rules emerge. Disability pedagogy provides an environment for people to learn about, share and experience the lives of people with disabilities.
