Research in accessibility and assistive technology often assumes that technology is within easy reach, that is, people with disabilities are able to obtain technologies so long as they are accessible. As a result, less is understood about the challenges that people with disabilities face in obtaining technology in the first place and how they work around these challenges. We reduce this gap by examining the technology access challenges of people with visual impairments in India in the context of digital banking. Through a qualitative study consisting of 30 interviews, we find that participants routinely encountered social and technical challenges that made it difficult to access and use digital banking. To address these challenges, people with visual impairments engaged in advocacy work which consisted of five dimensions: 1) creating awareness, 2) demonstrating competence, 3) escalation, 4) gathering support, and 5) seeking sighted help. We expand on the idea of advocacy as a form of access work performed by people with visual impairments to secure and maintain access to digital banking.

Most children who are blind live in low-resource settings and attend schools that have poor technical infrastructure, overburdened teachers, and outdated curriculum. Our work explores the role digital games can play to develop digital skills of such children in the early grades. Recognizing the critical role of teachers in introducing children to technology, we conducted a mixed-methods study to examine which attributes of digital games teachers find useful for children and what challenges they perceive in integrating digital games in schools for the blind. Our findings indicate that teachers prefer games that align well with curriculum objectives, promote learning, improve soft skills, and increase engagement with computers. Despite being overburdened and lacking technological support, teachers expressed strong enthusiasm to integrate these games in school curriculum and schedule. We conclude by discussing design implications for designers of accessible games in low-resource settings.

Ride-hailing services have received attention as part of the growing work around the sharing economy, but the focus of these studies has largely been on drivers. In this paper, we examine how ride-hailing is transforming the transportation practices of one group of passengers - people with visual impairments in metropolitan India. Through a qualitative study consisting of interviews and observations, we examined the use and impact of these services on our target population, who otherwise contend with chaotic, unreliable, and largely inaccessible modes of transportation. We found that ride-hailing services positively affects participants' notions of independence, and we tease out how independence for our participants is not just about 'doing things alone, without help' but is also situated, social and relative. Furthermore, we show how accessibility, in the case of ride-hailing in India, is a socio-technical and collaborative achievement, involving interactions between the passenger, the driver, and the technology.