ABSTRACT
Disability poses a challenge to academic uses of digital media technologies. It is a “glitch,” a moment in which things do not work as they should, as is often the case when digital media are inaccessible to disabled people. This chapter begins with that “glitch,” asking how it might cause us to reflect on the ways in which technological design privileges and excludes different people. Using literature on disability and digital media and drawing on universal design for learning, the chapter proposes three avenues by which digital humanities may promote inclusive academic environments: humanistic analysis, critically engaged praxis, and direct advocacy.
