Presented at 9:00am in Colorado I-J on Tuesday, November 18, 2025.
#41210Speaker(s)
- Sara Emerick, Disability Specialist, Georgetown University
- Wesley Wood, Disability Specialist, Georgetown University
Session Details
- Length of Session: 3-hr
- Format: Interactive/Discussion
- Expertise Level: All Levels
- Type of session: Pre-conference
Summary
What does your institution’s culture of access reveal — and conceal — about equity and inclusion? In this interactive session, participants will explore the systemic and systematic barriers to access in institutions, identify areas of resistance, and begin building a customized action plan to address specific barriers. Through guided reflection, real-world scenarios, and peer feedback, participants will leave with actionable next steps to shift access from compliance to campus-wide commitment.
Abstract
Access in US institutions is often framed in terms of compliance, but every institution has its own culture of access, shaped by systems, habits, and assumptions that reinforce inequity. This interactive session invites participants to critically examine their institution’s culture of access, reflect on barriers within their own contexts, and begin to build actionable plans for sustained institutional change.
Grounded in real-world scenarios and informed by the lived experiences of disabled students, staff, and faculty, the session explores how systemic and systematic barriers emerge and persist across campus environments. Participants will be challenged to identify the underlying forces, policies, attitudes, and power dynamics that shape resistance to accessibility and assistive technology.
This session supports participants in developing customized, strategic action plans rooted in their institutional realities. Emphasis is placed on building coalitions, anticipating challenges, and leveraging influence to move accessibility work beyond individual advocacy and into collaborative, sustainable efforts. Participants will leave with greater clarity about their institution’s access culture and their own role in reshaping it. They will gain tools for navigating resistance, engaging stakeholders, and shifting accessibility from a legal obligation to an equity-centered practice.
This session is ideal for those seeking to move beyond awareness into action, whether they are just beginning to question the status quo or already leading change.
Keypoints
- Institutions have cultures of access with unique systemic and systematic barriers that reinforce inequity.
- Expect and plan for resistance to accessibility and assistive tech from campus partners.
- Action plans for greater accessibility require institutional buy-in and strategic stakeholder collaboration.
Disability Areas
All Areas
Topic Areas
Accessibility and Accommodation in the Current Political/Legal Environment, Accessible Course Design, Assistive Technology, Faculty Development & Support, Uncategorized, Web/Media/App Access
Speaker Bio(s)
Sara Emerick
As a dedicated Disability Specialist, Sara has worked at multiple schools and universities advocating for students with disabilities and ensuring they receive the personalized support and accommodations they need to thrive in the academic setting. Sara works closely with students, faculty, and campus partners to create inclusive environments where students are empowered to reach their full potential. Sara received her M.Ed. from Vanderbilt University and her B.A. from Oregon State University. In her free time, Sara enjoys traveling and trying new restaurants with friends. (Pronouns: she/her/hers)
Wesley Wood
As a Disability Specialist, Wesley guides students with disabilities through the accommodation process and supports faculty in helping to create more accessible and inclusive learning environments. He also assists in outreach efforts for the ARC, making its offerings better known to the student body, faculty, and staff. He comes to Georgetown from a career as an award-winning language educator. Wesley holds an M.A. in Classics from the University of Colorado Boulder, an M.A.T. in Foreign Language Education from Miami University (Ohio), and a B.A. in Classics from the University of Notre Dame. (Pronouns: he/him/his)