Many faculty and instructors are familiar with the challenge of trying to create an inclusive learning environment only to discover that different students need different things to access learning successfully. Sometimes those needs align; other times they create what author, educator, and scholar Sarah E. Silverman describes as access friction.
Access friction occurs when different access needs, preferences, or accommodations come into tension with one another. For example, a student who is hard of hearing may benefit from amplified sound, while another student with sensory sensitivities may find the same volume overwhelming or even painful. A student may rely on a laptop or assistive technology to participate fully in class, while another student may find nearby device use distracting. Neither need is inherently more valid than the other, yet both require consideration.
Importantly, access friction is not limited to students. Faculty and instructors may also have disabilities or access needs that intersect with those of their students. For example, an instructor with a chronic health condition, sensory disability, hearing impairment, mental health condition, or other disability may encounter situations where implementing accommodations creates challenges related to their own access needs. In these cases, accessibility is not about choosing one person's needs over another's—it is about thoughtfully navigating competing access requirements while maintaining an inclusive learning environment.
Understanding access friction reminds us that accessibility is often a process rather than a single solution. There is rarely one teaching practice that works equally well for every student and instructor in every situation. Instead, inclusive teaching frequently involves flexibility, communication, problem-solving, and collaboration.
When access needs appear to conflict, faculty and instructors are encouraged to:
- Focus on the underlying access needs rather than preferred solutions.
- Consult with the DRC when accommodation implementation questions arise.
- Consider alternative approaches that may meet multiple needs.
- Recognize that compromise and creativity are often part of accessibility work.
- Approach access challenges as opportunities for dialogue and learning rather than barriers to inclusion.
As classrooms become increasingly diverse, situations involving access friction are likely to become more common. By recognizing these situations as expected and navigable, faculty and instructors can better support both student success and their own access needs while fostering inclusive learning environments for everyone.