Navigating "Access Friction" in Teaching
The term access friction invites us to move beyond box-checking and tip-sheet approaches to inclusion, and instead grapple with the layered, sometimes conflicting needs that arise in real learning environments. Tracing the history and evolving use of the term, Silverman frames inclusion as an ongoing, collaborative process—one that honors both student and instructor needs as part of the broader classroom community.
How should we respond to access friction that arises in our classrooms? How should faculty developers address the existence of access friction with instructors? A point that I have learned from disability justice organizers is that access needs may appear to be opposing or conflicting, but we do not need to view them as “in competition” as long as all members of the community are willing to work towards a solution together.