Check back often for regular updates!
There’s something exhausting about constantly having to explain why access matters. Not just once, but over and over again. Why an interpreter is needed. Why captions matter. Why sign language access should already be considered before someone walks into the room. Why communication shouldn’t depend on guessing, lipreading, or “trying your best.” For many Deaf people, this starts early. School
There’s a difference you can feel right away. You walk into a space and you’re not trying to figure things out. You’re not scanning the room wondering how you’re going to follow what’s happening or who you need to talk to. It’s already been considered. You can just be there. That’s what it looks like when access is done right.
I saw something recently that made me pause. It was about Alexander Graham Bell. Most people know him for the telephone. That’s usually where the story starts and ends; innovation, progress, communication. But there’s another part of that history that doesn’t get talked about as often. And it still shows up today. Bell’s connection to the Deaf community was personal.
This is something I keep seeing, even in places that genuinely want to do better. Everyone agrees access matters. That part isn’t the issue anymore. But when it comes down to making it happen, it gets unclear pretty quickly. Who is actually responsible? It gets passed around. Sometimes it’s HR. Sometimes it’s the person planning the event. Sometimes it lands
I came across a conversation recently that made me stop for a moment. It wasn’t about whether access matters, most people agree that it does. It was about what happens after that, and who is actually responsible for making it happen. That’s where things start to feel off. What I keep seeing is access being treated like something that only
I see this come up a lot. People learn signs. They attend classes, pick up vocabulary, and can recognize what’s being said. On paper, it looks like progress. But when it comes time to actually use it, something shifts. They hesitate. They second guess. They freeze. It’s easy to think that means they didn’t learn enough, but that’s usually not
