Confronting the Whitewashing Of Disability: Interview with Vilissa Thompson and In conversation with Sky Cubacub both highlight how often communities can be left out of the conversation. Although these articles reflect on representation within the disabled fashion and beauty community, the article made me reflect on areas I overlook within my own practice of digital technologies.
Within my practice, the strategy towards inclusivity is primarily resource-intensive – focussing on ‘The quality of being able to be reached‘ and ‘The quality of being easily understood or appreciated’ [1] .This approach focuses heavily on access, learning styles and learning disabilities but dismisses functionality, leaving a large demographic out of the conversation. Conversations around keeping equipment for mobility, dexterity and physical disabilities have been quickly swept away with comments such as ‘If they can’t use a mouse, then they definitely can’t be on a pattern cutting course’ – why not?
Upon further research, there are a large range of tools available to aid the use of digital technologies; alternative keyboards, pointers, eye-tracking software etc. [2] One of these tools, voice recognition, I personally use to reduce hand strain despite not identifying as disabled. The concept of improvements to support one protected characteristic benefitting all is not something that is new to me, but do we truly practice this in UAL?
When reviewing UAL Disabilities Services page, I found discomfort with the word ‘adjustments’. This word adjustment is an ‘alteration or movement made to achieve a desired fit’ [3] This word feels contradictory to the core value ‘shape the world around us’ presented within the video. The language choice is reactive rather than proactive. As a able bodied person, I cannot say if this term is regularly used and excepted within the disabled community and would need more discussion to gain insight what this term truly means.
“…it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies.”
Schuelka, M.J. (2018). Implementing inclusive education. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies
So what happens when we truly shape the world, the classroom or the delivery to fit all? Christine Sun Kim is a great example of how changing our traditional view on practice can empower and create innovative ideas. Using sound and materials, Christine creates live art and performance. I found this intriguing. Within fashion we often design with our eyes first and then use our hands to achieve that design. What would it be like to create purely with our eyes, or our voice, or a item not connected to our bodies at all. With all the tools available for digital content access, this may be more achievable than we think.
S. Blahovec (2016) Available at: Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson | HuffPost Voices
Shades of Noir,UK (2020) In conversation with Sky Cubacub. Available at (pg 244-249): Disabled People: The Voice of Many by Shades Of Noir – Issuu
Oxford Languages (2023) ‘Accessible’ [1] ‘Adjustment’ [3]
UA Teachnology Accesibility (2020) How people with disabilities access Digital Content. Available at: https://www.youtube.com/watch?v=Lu7a5RU5lM0&t=2223s&ab_channel=UATechnologyAccessibility [2]
UAL (2023) Disability and Dyslexia. Available: Disability and dyslexia | UAL (arts.ac.uk)
The Shelby (2012) Christine Sun Kim – 10 min. Available at: https://vimeo.com/31083172
4 responses to “Accessibility for All”
Your last thoughts regarding Christine Sun Kim’s work are interesting – for example “creating with purely our eyes”.
I have yet to have a student with a physical disability taking my course that prevented them from using the technology equipment (computer animation), and have wondered in the past when I see Moodle’s audio description requirement if anybody blind would ever take a 3D computer animation course, but it’s true that if I shake up my notion of 3D animation – it’s absolutely possible. We’re in the age of experimental technology and all aspects of the sensory experience are being explored and connected – haptic feedback and gaze tracking to name a few. While this would be a challenging experience to support, it would be an enlightening and exciting one.
As AI has entered the realm of animation as a very controversial presence, the ways in which it could support the artistry of those who are not able to use their body to create is an aspect of AI that could be very positive.
I agree. As technology moves into hyper realism, how we consume animation will change. From 5D movies to apple’s vision pro. I am sure that many visually impaired people consume animation, and would like to create ones if possible. I think one way to achieve this with students to get them to imagine, how does someone who is blind enjoy animations. It could help students to understand the impact of their choices when designing an animation. Although it would be scary to teaching in a different way, it can be magical seeing what students come up with. In the essential reading, embedding quality and diversity in curriculum, there’s a case study called ‘Seeing is believing’ which is quite interesting.
Really great contribtion Kemi, I really enjoyed Christine Sun Kim’s work, and being challenged on how I think about my relationship to sound.
It’s disheartening to hear that people are still unaware of the range of technologies available for people with disabilities; the comment you mentioned is a particularly poignant example. Desptie this, your admission of using accessibility software despite not identifying as disabled speaks to the necessity of their existence and use for everyone.
I have yet to work with a student who requires additional considerations to participate on a course outside of Google Translate to help with a language barrier, but within Graphic Design there is so much potential for engaging with work in a variety of ways beyond the physical – I hope that we can all work towards bringing about these positive changes in future.
Kemi,
Thank you for this blog post. I say thank you because you have made a real honest appraisal and effort in your critique and questions regarding accessibility, it’s true purpose, potential for successes and pitfalls.
You have identified the gaps in the current system in which you work.
Functionality is key. It’s an intrinsic component for inclusivity and equity: If we do not all start from the same point, we should acknowledge this and make the necessary adjustments. I know I said “adjustments”! However, I do believe that equality is just as important.
Do you think that conversations around keeping equipment for mobility, dexterity and physical disabilities have been swept under the carpet because the faculty have not offered a place to anyone unable to use the current equipment? Have you ever taught or have anyone on your courses with a physical impairment that has affected their ability to use the equipment? Perhaps this is why the conversation goes no further.
I think that if anything, the research you conducted is testament to the awakening you are experiencing in relation to these topics. This is really positive and I hope there is an opportunity for you to induce some of these tools/equipment to your course in the future.