ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
Sessions on Disability at the Conference on College Composition and Communication
March 4-7, 2025
Throughout the conference, feel encouraged to join the disability community at the Access Mentoring Hub. The Access Table is staffed by Committee on Disability Issues volunteers. Come by to talk to fellow attendees interested in accessible Convention presentations, disability studies, and accessible pedagogy. (Location tbd- check by registration)

The quiet space can be found at the Atrium, Level 4: The Loft Suite
2
Date Time Session Title Location Abstract
3
Thursday, March 5, 2026
4
Thursday, March 5, 2026 1:45–2:15 PM Access for Whom? Interrogating the Ableism Embedded in Academic Conferencing Room 8, Concourse Level C3 This presentation challenges the ableist norms embedded in academic conferencing. It uses a disability-informed rhetorical analysis of the CCCC 2026 CFP to interrogate how presence, participation, and belonging are constructed. Concluding with a call to align disciplinary practice with our stated values of access and inclusion, it asks: If "conference is conversation," who is being excluded?
5
Thursday, March 5, 2026 1:45–3:00 PM Disability and Accessibility in Technical and Professional Communication Scholarship: An Ignored Conversation (Poster Session) Exhibit Level Common Space A content analysis of Technical and Professional Communication scholarship on disability reveals a disjunction between calls for change in how we do accessibility in the field and a lack of action in responding to those calls. This presentation highlights how doing accessibility uncritically and simplistically leads to ableism despite best intentions.
6
Thursday, March 5, 2026 3:15–3:45 PM The Performative Inclusivity of Access: Remaking Podcast Studies for Disability Room 15, Exhibit Hall Level C2 Podcast studies celebrates access, intimacy, and disruption but largely ignores disability. I argue that accessibility in podcasting too often performs inclusivity without delivering it. Drawing on transcript studies, survey results, and user research, I propose a richer, more accountable model of access that centers disabled listeners and reimagines transcription.
7
Thursday, March 5, 2026 3:15–3:45 PM "Can You Repeat That?" Disability and Delay in the Posthuman Composition Classroom Room 19, Exhibit Hall Level C2 This presentation reimagines pedagogical "delays"—moments when instructors ask students to repeat themselves—not as deficits, but as relational revision. Drawing on disability studies, writing pedagogy, and posthuman theory, this presentation examines what occurs when we pause not by design, but by necessity, and what new insights about writing, revision, and relationality emerge from those pauses.
8
Thursday, March 5, 2026 3:15–3:45 PM Crip Composing in the Era of Generative AI: Balancing Ethical Challenges, Writerly Affordances, and Embodied NeedsRoom 307 A, Atrium Floor 3Three disabled scholar-teachers explore the ethical complexities of using generative AI in writing, examining how these tools simultaneously offer access and perpetuate bias while reshaping disabled composition practices.
9
Thursday, March 5, 2026 3:15–4:30 PM Addiction And/As Disability Room Level: Atrium Floor 3 This roundtable examines the rhetorical implications of framing addiction as a disability, specifically in rhetoric and composition studies. It explores how this framing affects pedagogy and access for students with substance use disorders, legal issues, and biases. The discussion will engage with debates on viewing addiction as a brain disease and the inclusiveness of disability rhetorics.
10
Thursday, March 5, 2026 4:00–4:30 PM Conversations at the Table: Marking Hard of Hearing Identity in Higher Education Disclosure Narratives Room 18, Exhibit Hall Level C2 Through short narratives, I will focus on my own disability identity and how I've begun to form, reshape, and understand my identity as a hard of hearing multiply disabled person; especially as it relates to the experiences I have had as a writing center tutor, a graduate student, a full-time staff member, and a writing instructor.
11
Thursday, March 5, 2026 4:45–6:00 PM Committee on Disability Issues on College Composition Meeting Room 24, Exhibit Hall Level C2
12
Thursday, March 5, 2026 6:30–7:30 PM Disability Studies Standing Group Annual Meeting Room 5, Concourse Level C3 This group is for, and about, people studying, teaching, and researching at the intersection of disability studies and rhetoric/composition. We engage in advocacy, networking, and community building.
13
Friday, March 6, 2026
14
Friday, March 6, 2026 8:45–9:15 AM Access in Conversation: Connecting the Developmental Classroom to the Writing Center Using Disability Frameworks Room 13, Exhibit Hall Level C2 In this session, the speakers will reflect on efforts to pilot an embedded writing center tutor program in developmental writing programs, centering interventions inspired by disability justice. They will consider how their own positions in the university informed what was possible, and speak on the successes and struggles they faced in hopes of adding onto conversations about what access means.
15
Friday, March 6, 2026 9:30–10:00 AM Catching Smoke with Bare Hands: Understanding Neurodivergent Literacy Narratives through Discourse Analysis and Neuroscience Room 22, Exhibit Hall Level C2 This interdisciplinary project analyzes literacy narratives of neurodivergent individuals from the Digital Archive of Literacy Narratives (DALN) using discourse analysis and insights from neuroscience. We explore how participants describe their literacy development, uphold and challenge dominant disability narratives, and offer perspectives that inform more inclusive writing pedagogies.
16
Friday, March 6, 2026 9:30–10:45 AM Graduate Students Attending Conferences: A Conversation of Pressures, Expectations, and Experiences Room 25 A, Ballroom Level C4 Per Lisa Ede's call for "thinking through practice" (Situating Composition), this panel presents four key themes about the graduate student experience at the conference site: expectations and insecurities, (in)visibility and representation, disability and access, and validation of embodied experiences—all shaped by our situatedness as graduate students at an R1 Hispanic-Serving Institution.
17
Friday, March 6, 2026 10:15–10:45 AM Queer User-Ability: Investigating GenAI's Impact on Queer Voices in Composition Room 19, Exhibit Hall Level C2 Our presentation examines how queer scholars and students interact with GenAI tools and how that can amplify or silence queer voices, pushing against heteronormative information in machine-generated language. This session offers critical insights, data, and pertinent information that we both are working on in our current research.
18
Friday, March 6, 2026 2:00–2:30 PM Rethinking Access in Global Studies: Lessons and Adaptations from Makerspace and the Art Museum Room 13, Exhibit Hall Level C2 Focused on affective and experiential learning, and imbued in disability studies, I invite the audience to engage in lessons for global studies FYW classes held in public spaces, such as makerspaces and art museums. For campuses without these resources, I offer adaptations for hands-on lessons for classes with limited access to shared public engagement space, and for FYW remote learning courses.
19
Friday, March 6, 2026 2:00–3:15 PM Bridging Disability Studies and Writing Assessment: Anti-Ableist Practices in Pedagogy and Scholarship Atrium Ballroom A This roundtable sponsored by the Writing Assessment SIG aims to address the gap in the scholarly conversation around disability and writing assessment. Speakers will discuss current research and pedagogical work while presenting strategies for better integrating knowledge of disability studies and anti-ableist practices into writing assessment pedagogies and scholarship.
20
Friday, March 6, 2026 2:00–3:15 PM Access, Mentoring, and Community in Times of Crisis: No Simple AnswersRoom 302, Huntington Convention Center, Level 3The chair will introduce participants and explain the purpose of the session. Each participant will speak for about 6–7 minutes, offering a key question or provocation. A respondent will then lead attendees in a multi-modal discussion-generating exercise. We will reserve 30 minutes of the session for open discussion.
21
Friday, March 6, 2026 2:00–3:15 PM Creating Community through Collective Access in Composition and TPC Classrooms Room 205 B, Atrium Floor 2 Speakers will discuss how they create collective access, one of the principles of disability justice, across writing pedagogy contexts in order to create collaborative accessibility and community. We will also invite attendees to reflect on how they can create collective access in their own writing pedagogies and additionally how we can build more accessible community at the conference.
22
Friday, March 6, 2026 2:45–3:15 PM Accessible Composition and Communication in an American Sign Language News Program Room 8, Concourse Level C3 This presenter analyzes a successful online news program in American Sign Language, The Daily Moth, and unpacks strategies for connecting with audiences and empowering communities. She builds on her analysis to discuss how teacher-scholars and students could create even more accessible compositions, interpret information clearly, and promote greater participation in our spaces of communication.
23
Saturday, March 7, 2026
24
Saturday, March 7, 20268-9:15Teaching and Learning in these Unavoidable BodiesRoom 25 A, Huntington Convention CenterThis panel aims to put the body first, offering three case studies exploring teaching and learning as embodied practices. Drawing on medical humanities, disability studies, and fat studies as guideposts, each speaker argues for attention to the ways teachers and students—and our accompanying fields and ideologies—are always deeply embodied. (While all panelists will likely draw on DS research, the most DS-leaning is Lauren Obermark's presentation: "The Disability History Museum: Experiments in Accessible Research and Multimodality"
25
Saturday, March 7, 2026 8:45–9:15 AM Disability and Community-Engaged Learning: Investigating Ableism in Service-Learning Room 18, Exhibit Hall Level C2 This presentation will address ableism in service-learning courses and suggest strategies through which instructors can address and potentially mitigate such challenges. I will argue that an intersectional pedagogy that particularly considers disability and racial justice can change classrooms and communities.
26
Saturday, March 7, 2026 11:00–11:30 AM Finding Disability Community in Research: Creating Care through Shared Disclosures Room 17, Exhibit Hall Level C2 Drawing on qualitative data, this presentation considers how disability community spaces might emerge in ethnographic research. The presenter considers how research participants developed forms of networked care in and through shared reading groups and acts of reciprocal disclosure.
27
Saturday, March 7, 202611:00-12:15 pmReading (Aloud) about Reading: An Experiment in Creating Accessible Academic Audio TextsRoom 6, Concourse Level C3Presenters confront the need for academic audio texts by reflecting on a collaborative audio-text project made by and with graduate students. Covering the philosophical, logistical, and technological details, speakers explain how collaborating on reading a text created an embodied, relational literacy event with the potential to make reading in writing classrooms more collaborative and accessible.
28
Saturday, March 7, 2026 1:15–1:45 PM Crip Collaboration in Practice: How Disabled and Neurodivergent Scholars Write TogetherRoom 12, Huntington Convention Center, Exhibit Hall Level C2Neurodivergent and disabled scholars draw on a variety of strategies to keep up with academic publishing expectations. We draw from personal, scholarly, and community knowledge to discuss how disabled scholars use collaborative writing as an access tool. Attendees will gain an understanding of crip collaborative writing projects and the value of crip-centric research practices.
29
Saturday, March 7, 2026 1:15–1:45 PM Disability, Accessibility, AI, and Writing: Experiences and Perspectives of Disabled Students in Higher Education Room 22, Exhibit Hall Level C2 This presentation will share interview-based and autoethnographic perspectives of disabled students and of the presenter, who is disabled and neurodivergent. I will consider how disabled students are using AI technologies in writing, what they think about AI, and how AI might cause harm and create further barriers, offering recommendations for writing instructors.
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100