ABSTRACT
This chapter proposes teaching the writing of fiction, script, and poetry in ways that might combat the current avoidance of disability topics and/or approaches on creative writing programmes. It proposes three pro-active ways in which creative writing tutors might act with regard to literary disability studies. The creative writing workshop is given over to writing exercises, mini-lectures, small group discussions, and the peer review of students' drafted writing. Creative writing tutors should ask students to think about their subject matter in a critical fashion. Within the restrictions of a packed timetable with its focus on craft techniques, tutors might feel that there is no time to teach theory or address disability in literature. Students' disablism can express itself as pity in person, but in their writing they may revert to horror, especially when creating fantasy or sci-fi worlds. Disablism can manifest through negative, positive, or exotic stereotypes. Most commonly, though, student writers simply avoid disability altogether.
