Toward an Access-Oriented Field

Abstract

Technical communicators are uniquely positioned to promote accessibility as teachers, researchers, administrators, and practitioners. Participatory design is often positioned as the exemplary advocacy practice on ethical and epistemic grounds. We argue that the participatory/non-participatory dichotomy is enriched by an understanding of how a variety of practices work together as parts of a career-long learning process. For that purpose, we propose the principle of reciprocity as a useful addition to TC's disability and accessibility lexicon. We present a three-part framework for evaluating different kinds of access-oriented practices.

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