4. Ecopetrol: un caso representativo de abuso del derecho por desconocimiento del principio
4.5. Sobre las cláusulas excepcionales o exorbitantes previstas en el Estatuto General de
Notably absent from most of this work is the voice or signs of students with disabilities. As I move forward with this project, the first addition will be a survey of students who identify as disabled who are currently enrolled in colleges and universities. I plan a nationwide sample of disabled students and their experiences in the English department—with particular focus on their experiences in FYW, as that course grounds the whole dissertation. As I argue throughout the chapters, FYW serves as ground zero for building inclusive culture. Including the experiences of students with disabilities will allow the full picture of the culture of the English department to emerge and will provide primary data crucial to moving forward with disability studies as an integral part of the culture of higher education.
Including disability studies into the culture of the English department will fundamentally create a more inclusive space for disabled students because they will know they are valued by the faculty and by the administrators of the department. Engaging in reshaping the discipline of writing studies to acknowledge disability takes work. It takes critique and examination of our field’s history and practices—and this critique can sting. Too often, we engage in critique without solution because identifying problems remains far easier than solving problems. Yet, English instructors, faculty, and administrators have been the standard-bearers for change within
higher education over our long history. As we move forward together, individual instructors, writing program administrators, department chairs, and deans will provide the research, practices, and theories that can create spaces for higher learning for all students.
The solutions offered throughout this project range from course policies to curriculum development. The simple choice to eliminate late policies (or to soften them considerably) immediately makes the classroom a more inclusive space for many disabled students, but also creates space for students who are new to college to become accustomed to working
independently or for students who work a night job or who have caregiving responsibilities. Similarly, working with a contract grading assessment practice instead of traditional grading not only benefits disabled students, but can be a powerful tool for antiracist assessment. The
suggestions for WAC programs and a disability studies certificate require more institutional support than the smaller classroom changes, but they help build institutional bridges and cooperation, which creates a more cohesive plan for implementing other university-wide
initiatives. The focus of this work remains wholeheartedly with building inclusivity for disabled students, but significant benefits for all students accrue from the solutions I suggest. Perhaps even more importantly, the suggestions allow for expansion, collaboration, contraction, and/or alteration according to the needs and goals of an individual teacher or administrator. I dedicate this project to my students, past, present, and future, but I also sincerely hope it serves my colleagues, because the work we do in the writing classroom matters. It is the space of unlimited potential, as bell hooks reminds us. I invite you to join in the creation of spaces that include all of our students.
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