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This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in disability justice activist circles, but it has not yet been normalized in STEM education spaces. Just as normalizing the use of pronouns has been an important step for supporting gender justice, we argue that normalizing access talk is an important step for advancing disability justice in STEM fields. Moreover, we argue that all individuals have access needs, regardless of whether they are disabled or nondisabled. We provide concrete suggestions and techniques that STEM educators can use today.
Reinholz et al. (Mon,) studied this question.