This book examines the ways in which communicative practices influence the lives of students
and faculty with disabilities in higher education. Offering their own experiences as teachers
and students the authors use qualitative research methods mainly narrative and
autoethnography to highlight the intersections among communication disability diversity and
critical communication pedagogy. While embodying and emphasizing these connections each
chapter defines the notion of disability from a different point of view summarizes the
relevant literature provides suggestions for different ways of improving the experiences of
people with disabilities in higher education promotes social change and in some cases
promotes policy change. Overall the volume promotes more effective mindful honest and
caring interaction between able-bodied and disabled individuals.
