Disability culture celebrates the diversity disability brings.Its consideration of the positive aspects of the disability experience (community, solidarity, creativity) offers a contrast to many other framings of disability.Disability culture thus has the potential to deepen understandings of accessibility and inform approaches to the design and research of accessibility technologies.To explore this potential, we begin by presenting a preliminary synthesis of disability culture for the accessibility research community, based on works of disability studies scholars and activists.We highlight cultural processes of finding community and building solidarity, valuing disabled agency and knowledge, and rejecting ableist norms.To see how these cultural aspects might inform accessibility technology design, we studied accessibility technologies made by disabled people for disabled people -interviewing disabled innovators who had created and disseminated accessibility technologies.We asked these innovators to share their stories and reflect on goals and values they imbued in their innovations.We analyzed how cultural themes of belonging, knowledge, and creativity influenced their work.Our work highlights the potential of a cultural lens in aligning accessibility technology with disabled people's values as well as unearthing new directions for inquiry for the field.

Tactile graphics present visual information to blind and visually-impaired individuals in an accessible way, through touch. Current methods for producing tactile graphics, such as embossing or swell-paper printing, have limitations such as durability - and the tools required to produce them are limited in expressiveness. In this project, we explore embroidery as a medium for producing tactile graphics. Embroidery, traditionally known for its variety and visual beauty, offers not just improved durability and ease of production - but the ability to convey information through a broad range of stitch types. Following an exploration of the design space of embroidered tactile graphics, we identify key perceptual properties that impact how embroidered textures are differentiated. Based on these differences, we introduce an optimization algorithm for assigning textures to regions of tactile graphics in a way that makes them diverse and legible. We implement an end-to-end pipeline for producing embroidered tactile graphics and evaluate the comprehensibility and legibility of our design with 6 blind participants. Our findings showed that embroidered tactile graphics present information accurately and comprehensively, and that measurable properties, such as the use of spacing and distinctiveness, were an important factor of expressive and legible design.

A growing body of research investigates how to make captioning experiences more accessible and enjoyable to disabled people. However, prior work has focused largely on English captioning, neglecting the majority of people who are multilingual (i.e., understand or express themselves in more than one language). To address this gap, we conducted semi-structured interviews and diary logs with 13 participants who used multilingual captions for accessibility. Our findings highlight the linguistic and cultural dimensions of captioning, detailing how language features (scripts and orthography) and the inclusion/negation of cultural context shape the accessibility of captions. Despite lack of quality and availability, participants emphasized the importance of multilingual captioning to learn a new language, build community, and preserve cultural heritage. Moving toward a future where all ways of communicating are celebrated, we present ways to orient captioning research to a language justice agenda that decenters English and engages with varied levels of fluency.

With the recent rapid rise in Generative Artificial Intelligence (GAI) tools, it is imperative that we understand their impact on people with disabilities, both positive and negative. However, although we know that AI in general poses both risks and opportunities for people with disabilities, little is known specifically about GAI in particular. To address this, we conducted a three-month autoethnography of our use of GAI to meet personal and professional needs as a team of researchers with and without disabilities. Our findings demonstrate a wide variety of potential accessibility-related uses for GAI while also highlighting concerns around verifiability, training data, ableism, and false promises.

Examinations of intersectionality and identity dimensions in accessibility research have primarily considered disability separately from a person’s race and ethnicity. Accessibility work often does not include considerations of race as a construct, or treats race as a shallow demographic variable, if race is mentioned at all. The lack of attention to race as a construct in accessibility research presents an oversight in our field, often systematically eliminating whole areas of need and vital perspectives from the work we do. Further, there has been little focus on the intersection of race and disability within accessibility research, and the relevance of their interplay. When research in race or disability does not mention the other, this work overlooks the potential to better understand the full nuance of marginalized and “otherized” groups. To address this gap, we present a series of case studies exploring the potential for research that lies at the intersection of race and disability. We provide examples of how to integrate racial equity perspectives into accessibility research, through positive examples found in these case studies and reflect on teaching at the intersection of race, disability, and technology. This paper highlights the value of considering how constructs of race and disability work alongside each other within accessibility research studies, designs of socio-technical systems, and education. Our analysis provides recommendations towards establishing this research direction.

People with disabilities face extra hardship in institutions of higher education because of accessibility barriers built into the educational system. While prior work investigates the needs of individual stakeholders, this work offers insights into the communication and collaboration between key stakeholders in creating access in institutions of higher education. The authors present reflections from their experiences working with disability service offices to meet their access needs and the results from interviewing 6 professors and 6 other disabled students about their experience in achieving access. Our results indicate that there are rich opportunities for technological solutions to support these stakeholders in communicating about and creating access.

Speechreading is the art of using visual and contextual cues in the environment to support listening. Often used by d/Deaf and Hard-of-Hearing (d/DHH) individuals, it highlights nuances of rich communication. However, lived experiences of speechreaders are underdocumented in HCI literature, and the impact of online environments and interactions of captioning with speechreading has not been explored in depth. We bridge these gaps through a three-part study consisting of formative interviews, design probes, and design sessions with 12 d/DHH individuals who speechread. Our primary contribution is to understand the lived experience of speechreading in online communication, and thus to better understand the richness and variety of techniques d/DHH individuals use to provision access. We highlight technical, environmental and sociocultural factors that impact communication accessibility, explore the design space of speechreading supports and share considerations for the design future of speechreading technology.

Sign languages are used as a primary language by approximately 70 million D/deaf people world-wide. However, most communication technologies operate in spoken and written languages, creating inequities in access. To help tackle this problem, we release ASL Citizen, the first crowdsourced Isolated Sign Language Recognition (ISLR) dataset, collected with consent and containing 83,399 videos for 2,731 distinct signs filmed by 52 signers in a variety of environments. We propose that this dataset be used for sign language dictionary retrieval for American Sign Language (ASL), where a user demonstrates a sign to their webcam to retrieve matching signs from a dictionary. We show that training supervised machine learning classifiers with our dataset advances the state-of-the-art on metrics relevant for dictionary retrieval, achieving 63\% accuracy and a recall-at-10 of 91\%, evaluated entirely on videos of users who are not present in the training or validation sets.