[ecrea] CALL FOR ARTICLES FOR EDITED BOOK - disability studies in communication and communication pedagogy

CALL FOR ARTICLES FOR EDITED BOOK



We have two major reasons for conceptualizing this edited volume. First, 
the lack of progressive research on disability issues in physical and 
learning disabilities in the context of communication studies. Even 
though the academic discourse around the issues of physical and learning 
disabilities is enlarging and new studies have been conducted in 
educational or health settings, most of these current studies are 
conducted by researchers other than communication studies scholars. Most 
of these studies appear in journals and books in Education (such as 
Journal of Special Education), Disability Studies, Communication 
Sciences and Disorders, and Public Health. At the same time, the 
existing limited research in communication studies focus on specific 
topics and appear in journals such as an article in Journal of Health 
Communication (April/May 2010) focusing on the role of interpersonal 
communication between medical students and their patients with 
disabilities or series of articles in communication apprehension in 
Communication Education. Most of previous research in communication 
neglect to include any research in physical and learning disabilities in 
the classroom or the state of departmental curricular to accommodate 
students with different needs. After seeing this gap, we decided to 
focus on the issues of physical and learning disabilities in the classroom.



The second reason revolves around the notion of diversifying classroom 
culture and curriculum to accommodate students with disabilities and 
diverse needs. Considering that our classroom cultures are increasingly 
diversified and we start to have students from different economic, 
racial, ethnic, sexual, and ability/disability backgrounds, we have to 
accommodate these shifts by changing our curriculum and also 
incorporating new teaching methods and new topics to connect with 
students from different backgrounds. Particularly when it comes to 
issues on physical and learning disabilities.



In this edited book, our goal is to put together essays on 
interconnected yet separate issues on physical and learning 
disabilities. As many of you already aware of accommodating students 
with physical disabilities often require changes not only in teaching 
environment but also the design of the course and assignments and 
implementing new teaching pedagogies. Therefore, in this collection we 
address several issues related to disability studies in the field of 
communication. The topics may include but not limited to

-       ways in which we change our traditional ways of teaching to 
accommodate students who cannot fully use their bodies and senses.

-       issues with students who has diagnosed learning disabilities.

-       students, with Attention Deficit Disorder, and Attention Deficit 
Hyperactivity Disorder and other learning disabilities.

-       newer educational approaches and teaching pedagogies

-       usage of new media technologies as teaching tools

-       issues of class, race, gender and sexuality in disability 
studies and communication pedagogies.

-       co-authored narratives and personal stories with students on 
disability issues in educational settings.



We welcome submissions of scholarly essays related to all aspects of 
disability studies in communication and communication pedagogy. We are 
especially interested in scholarship that is critical and narrative in 
nature. However, we welcome other methodological and theoretical 
approaches. All submitted essays should have a relevant theoretical 
framework and participate in contemporary conversations within the field 
of communication/ communication education and disability issues.

500 word proposals should be emailed to (aatay /at/ wooster.edu) and 
(maryz.ashlock /at/ louisville.edu) by November 1, 2013. Both established and 
new scholars are welcome. Chapters are projected at about 6,000-7.000 
words and not due until May 15, 2014. We welcome any enquiries from 
potential authors.

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