As the acceptance of media literacy increases among educators, media producers and consumers, one group is often missing from the dialogue—persons with disabilities. This absence is witnessed in the marginalized media depictions of the disabled. To gain entry into the media professions, some form of higher education is required. Using muted group theory as a backdrop, this work, a narrative analysis of the author’s experience with students with disabilities in media production courses, explores the de facto exclusion of persons with disabilities in such classes, due to the poorly outfitted and non-compliant nature of audio and video production facilities.
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Cubbage, J. (2017). Access Denied: Ending the Exclusion of Disabled Students From Media Production Courses in Higher Education. Journal of Media Literacy Education, 9(2), 114-121. https://doi.org/10.23860/JMLE-2019-09-02-09