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Access Friction: What Can We Learn from Situations in Which Access Needs Differ and Conflict?

Even instructors who are very committed to inclusion and accessibility experience friction in their practice: For example, one student may be highly sensitive to the volume of amplified sound while another is hard of hearing. One instructor may communicate most effectively in writing while one of their students is dyslexic and prefers a face-to-face conversation. In this session, participants will explore the idea that inclusive teaching is not only about implementing specific inclusive strategies, but also about navigating complex learning situations in which there are multiple competing needs. Participants will begin by defining 鈥渁ccess friction,鈥� a term derived from the disability community that describes situations in which there are two or more competing access needs. Then, examples of access friction from participants鈥� own contexts will be shared and analyzed. Lastly, participants will use the concept of access friction to consider how to talk about inclusive and accessible teaching with students and colleagues. Instead of assuming that we can easily 鈥渋nclude all students鈥� with a few simple strategies, we expect and constructively engage with the friction that is part of our inclusive teaching journey. The workshop component will be followed by an open Q+A with the facilitator.