Critical Discourse Analysis of Disability Disclosure Statements in Academic Syllabi
Keywords:
Disability discourse, college teaching, ; academic syllabi, critical discourse analysis, inclusive education, disability accommodationsAbstract
This study used critical discourse analysis (CDA) to explore how course syllabi may impact disability disclosure in higher education. By examining 15 syllabi from across three disciplines at a public university, the analysis reveals the use of neutral but bureaucratic disability terminology and impersonal tones that may fail to foster an inclusive climate. These patterns may discourage disability disclosure by creating a distance between faculty and students. The study’s findings suggest that inclusive syllabi language affirming disability could encourage disclosure. Limitations include a small sample size and a lack of data triangulation. Further research incorporating faculty perspectives is recommended.
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