Article Instance

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{
    "pk": 41509,
    "title": "\n\nDecoupling Documentation From Disability:\n\nA First Step Toward Centering Neurodivergent and Disabled Writers in Writing Assessment Practices\n",
    "subtitle": null,
    "abstract": "<p>This article outlines a series of inclusive assessment practices to help mitigate the shortcomings of the academic accommodations system and support students with both documented and undocumented disabilities, as well as their non-disabled peers. I argue that because of the inequities that characterize the accommodations system, including the barriers that prevent students from gaining accommodations, faculty members across the disciplines should develop inclusive assessment practices so that students do not have to depend solely on the formal accommodations system. The inclusive assessment practices detailed in the article provide students with autonomy, choice, and flexibility. As such, these assessment practices already have the potential to meet the needs of students with a range of disabilities and particularly those with disabilities that have been termed “invisible,” such as learning disabilities, ADHD, psychiatric disabilities, and neurodivergence. I contend that because Writing Program Administrators have relationships with faculty across the disciplines they are well-positioned to guide faculty in rebuilding their assessment practices. The article concludes by considering how these inclusive assessment practices may potentially enhance recruitment and retention efforts, as well.  </p>",
    "language": "eng",
    "license": {
        "name": "Creative Commons Attribution-NonCommercial-NoDerivs  4.0",
        "short_name": "CC BY-NC-ND 4.0",
        "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.",
        "url": "https://creativecommons.org/licenses/by-nc-nd/4.0"
    },
    "keywords": [
        {
            "word": "alternative assessment practices; ungrading; disability; neurodivergence; academic accommodations"
        }
    ],
    "section": "Special Issue on Neurodivergence & Disability in Writing Assessment",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/41p347tg",
    "frozenauthors": [
        {
            "first_name": "Ellen",
            "middle_name": "C.",
            "last_name": "Carillo",
            "name_suffix": "",
            "institution": "University of Connecticut",
            "department": ""
        }
    ],
    "date_submitted": "2024-12-18T16:42:56.492000+03:00",
    "date_accepted": "2025-12-15T19:15:47.917000+03:00",
    "date_published": "2026-05-18T17:30:53.006288+03:00",
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        "type": "pdf",
        "path": "https://journalpub.escholarship.org/jwa/article/41509/galley/49362/download/"
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}