ABSTRACT
This chapter defines disability theory, especially as it might apply to writing center research. It demonstrates how key concepts in disability theory—complex embodiment, complex communication, universal design for learning, and interdependence—might generate writing center research and new tutoring practices. This chapter rescripts tensions between the individualized, deficit-oriented approaches that writing centers apply to students with disabilities and a more relational, embodied, contextual frame of disability theory as opportunities for new research.
