Déjà vu: Embodied pedagogy and disability ethics in the communication classroom

This reflection considers how a classroom experience from nearly ten years ago continues to shape my pedagogy and informs my approach to teaching about disability in the communication classroom. I discuss how performance-based activities encourage students to critically engage with workplace ethics, fostering empathy and inclusion. This piece illustrates how reflective teaching can transform personal experiences into pedagogical strategies that prepare students for real-world communication challenges.