Price, Margaret. "Accessing Disability: A Nondisabled Student Works the Hyphen." CCC 59.1 (2007): 53-76.
This article challenges current assumptions about the teaching and assessment of critical thinking in the composition classroom, particularly the practice of measuring critical thinking through individual written texts. Drawing on a case study of a class that incorporated disability studies discourse, and applying discourse analysis to student work, "Accessing Disability" argues that critical thinking can be taught more effectively through multi-modal methods and a de-emphasis on the linear progress narrative.