Access in the Shadow of Ableism: An Autoethnography of a Blind Student's Higher Education Experience in China

Classified as probably not a substantial claim. May combine two claims.

Ableism extends beyond what the concept of access can fully capture, and access may unintentionally reproduce ableism.

“Nevertheless, emerging critiques have highlighted the limits of such narratives, revealing that ableism extends beyond what the concept of access can fully capture, and at times may unintentionally reproduce ableism [75, 79, 97, 98].”

• cites [75] [75] Ashley Shew. 2023. Against technoableism: rethinking who needs improvement . WWNorton & Company. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [79] [79] J Logan Smilges. 2023. Crip negativity . U of Minnesota Press. - sourceNot checked — no full text of the source
• cites [97] [97] Rua Mae Williams, Louanne Boyd, and Juan E. Gilbert. 2023. Counterventions: a reparative reflection on interventionist HCI. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (Hamburg, Germany) (CHI '23) . Association for Computing Machinery, New York, NY, USA, Article 653, 11 pages. doi:10.1145/3544548.3581480 - sourcePartly supported

  The Introduction (page unavailable) argues that accessible design focused on an individual's capacities can miss the sociotechnical systems that sustain disability-related constraints. The Discussion (page unavailable) criticizes interventions that burden autistic users with meeting unquestioned norms, supporting the concern that efforts toward inclusion can perpetuate oppression. The paper does not explicitly argue that the concept of access itself unintentionally reproduces ableism. (LLM, conf=0.78)

  Experimental — accuracy not yet measured
• cites [98] [98] Rua M. Williams and LouAnne E. Boyd. 2019. Prefigurative Politics and Passionate Witnessing. In Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility (Pittsburgh, PA, USA) (ASSETS '19) . Association for Computing Machinery, New York, NY, USA, 262-266. doi:10.1145/3308561.3355617 - sourceNot checked — no full text of the source

May combine two claims.

Most critiques of disability and access have been conducted in the U.S., leaving limited insight into how disability and access vary in other cultural and political contexts.

“However, most critiques have been conducted in the U.S. [55, 76, 77, 85, 97, 98], leaving limited insight into how disability and access vary in other cultural and political contexts.”

• cites [55] [55] Kelly Avery Mack, Natasha A Sidik, Aashaka Desai, Emma J McDonnell, Kunal Mehta, Christina Zhang, and Jennifer Mankoff. 2023. Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (New York, NY, USA) (ASSETS '23) . Association for Computing Machinery, New York, NY, USA, Article 100, 6 pages. doi:10.1145/3597638.3614547 - sourceSupported
• cites [76] [76] Kristen Shinohara, Michael McQuaid, and Nayeri Jacobo. 2020. Access Differential and Inequitable Access: Inaccessibility for Doctoral Students in Computing. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 7, 12 pages. doi:10.1145/3373625.3416989 - sourceNot checked — no full text of the source
• cites [77] [77] Kristen Shinohara, Mick McQuaid, and Nayeri Jacobo. 2021. The Burden of Survival: How Doctoral Students in Computing Bridge the Chasm of Inaccessibility. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21) . Association for Computing Machinery, New York, NY, USA, Article 376, 13 pages. doi:10.1145/3411764.3445277 - sourceNot checked — no full text of the source
• cites [85] [85] Murtaza Tamjeed, Vinita Tibdewal, Madison Russell, Michael McQuaid, Tae Oh, and Kristen Shinohara. 2021. Understanding Disability Services Toward Improving Graduate Student Support. In Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, USA) (ASSETS '21) . Association for Computing Machinery, New York, NY, USA, Article 3, 14 pages. doi:10.1145/3441852.3471231 - sourceNot checked — no full text of the source
• cites [97] [97] Rua Mae Williams, Louanne Boyd, and Juan E. Gilbert. 2023. Counterventions: a reparative reflection on interventionist HCI. In Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems (Hamburg, Germany) (CHI '23) . Association for Computing Machinery, New York, NY, USA, Article 653, 11 pages. doi:10.1145/3544548.3581480 - sourceCould not verify

  The Introduction discusses critiques of disability-related HCI and says participatory design in HCI is limited particularly in the United States, but it does not say where most critiques were conducted. Searches for U.S. and other cultural or political contexts found no geographic comparison of the critiques in our copy; page numbers were not available. (LLM, conf=0.72)

  Experimental — accuracy not yet measured
• cites [98] [98] Rua M. Williams and LouAnne E. Boyd. 2019. Prefigurative Politics and Passionate Witnessing. In Proceedings of the 21st International ACM SIGACCESS Conference on Computers and Accessibility (Pittsburgh, PA, USA) (ASSETS '19) . Association for Computing Machinery, New York, NY, USA, 262-266. doi:10.1145/3308561.3355617 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Like most blind students in China, Zhang attended special schools for his K-12 education, as this is the major model in China providing accommodations to disabled students.

“Like most blind students in the country, he attended special schools for his K-12 education as this is the major model in China providing accommodations to disabled students [53, 72].”

• cites [53] sourcePartly supported

  The Introduction describes special primary and secondary schools as a separate education pathway for students with visual disabilities, and says they typically teach in Braille. It does not establish that most blind students attend them; instead, it says special schools serve only a small proportion of children with visual disabilities. The paper also does not identify Zhang's K–12 schooling. (LLM, conf=0.87)

  Experimental — accuracy not yet measured
• cites [72] [72] Xiao Qu. 2022. Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23, 2 (2022), 253-276. https://doi.org/10.1007/s10833-021-09426-2 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Autoethnography holds unique value by providing research communities with detailed, firsthand insights and a deep understanding of individuals' lived experiences.

“Autoethnography holds unique value by providing research communities with detailed, firsthand insights and a deep understanding of individuals' lived experiences [44].”

• cites [44] [44] Annika Kaltenhauser, Evropi Stefanidi, and Johannes Schöning. 2024. Playing with Perspectives and Unveiling the Autoethnographic Kaleidoscope in HCI - A Literature Review of Autoethnographies. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems (Honolulu, HI, USA) (CHI '24) . Association for Computing Machinery, New York, NY, USA, Article 819, 20 pages. doi:10.1145/3613904.3642355 - sourceSupported

May combine two claims.

Similar experiences occurred repeatedly throughout Zhang's study at University B; negotiating with others to secure access introduced significant labor to study.

“Similar experiences occurred repeatedly throughout Zhang's study at University B. Similar to findings reported in the U.S. [41, 55, 77, 85], negotiating with others to secure access introduced significant labor to study.”

• cites [41] [41] Dhruv Jain, Venkatesh Potluri, and Ather Sharif. 2020. Navigating Graduate School with a Disability. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 8, 11 pages. doi:10.1145/3373625.3416986 - sourceNot checked — no full text of the source
• cites [55] [55] Kelly Avery Mack, Natasha A Sidik, Aashaka Desai, Emma J McDonnell, Kunal Mehta, Christina Zhang, and Jennifer Mankoff. 2023. Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (New York, NY, USA) (ASSETS '23) . Association for Computing Machinery, New York, NY, USA, Article 100, 6 pages. doi:10.1145/3597638.3614547 - sourceSupported
• cites [77] [77] Kristen Shinohara, Mick McQuaid, and Nayeri Jacobo. 2021. The Burden of Survival: How Doctoral Students in Computing Bridge the Chasm of Inaccessibility. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21) . Association for Computing Machinery, New York, NY, USA, Article 376, 13 pages. doi:10.1145/3411764.3445277 - sourceNot checked — no full text of the source
• cites [85] [85] Murtaza Tamjeed, Vinita Tibdewal, Madison Russell, Michael McQuaid, Tae Oh, and Kristen Shinohara. 2021. Understanding Disability Services Toward Improving Graduate Student Support. In Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, USA) (ASSETS '21) . Association for Computing Machinery, New York, NY, USA, Article 3, 14 pages. doi:10.1145/3441852.3471231 - sourceNot checked — no full text of the source

May combine two claims.

Although the 'specialized exams and admissions' system limits students' choice of majors, it remains the primary pathway for blind students to access higher education in China.

“In contrast, although the 'specialized exams and admissions' system limits students' choice of majors, it remains the primary pathway for blind students to access higher education in China [53].”

• cites [53] sourceSupported

May combine two claims.

China's traditions of elitism, intense competition in standardized testing, and limited disability awareness create their own structural barriers to accessibility.

“Just as accessibility in WEIRD societies is complicated by neoliberal cultures [52, 57], China's traditions of elitism, intense competition in standardized testing, and limited disability awareness create their own structural barriers (see Qu's work for a more detailed analysis of structural barriers to inclusive education for disabled children in China [72]).”

• cites [52] [52] Carolyn Kim Ly, Trevor Cross, Adrian Petterson, Ishani Pandey, and Priyank Chandra. 2025. Accessibility Work in Academia: Balancing Needs, Bridging Gaps, and Breaking Down Barriers. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW273 (Oct. 2025), 27 pages. doi:10.1145/3757454 - sourceSupported
• cites [57] [57] Aparajita S Marathe and Anne Marie Piper. 2025. The Accessibility Paradox: How Blind and Low Vision Employees Experience and Negotiate Accessibility in the Technology Industry. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW485 (Oct. 2025), 25 pages. doi:10.1145/3757666 - sourceSupported
• cites [72] [72] Xiao Qu. 2022. Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23, 2 (2022), 253-276. https://doi.org/10.1007/s10833-021-09426-2 - sourceNot checked — no full text of the source

May combine two claims.

Although reasonable accommodations are legally mandated in gaokao, fewer than 10 students request Braille examination papers each year.

“Therefore, although reasonable accommodations are legally mandated in gaokao , fewer than 10 students request Braille examination papers each year [39].”

• cites [39] [39] Luanjiao Hu. 2022. Opportunities and challenges: An examination of educational landscape for people with visual impairment in China. Current Issues in Comparative Education 24, 1 (2022). https://doi.org/10.7916/36wc-xz94 - sourcePartly supported

  The Introduction and p. 104 describe policies providing gaokao accommodations, and Table 1 (p. 97) lists fewer than 10 Braille-paper applicants in 2014–2016. The claim overstates this as occurring every year: the References cite a report of 11 students using Braille exam papers in 2021. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

May combine two claims.

Many of the issues identified are shared across geographical areas, such as the widespread lack of accessible resources, negotiation between multiple parties, and significant labor placed on disabled students.

“Many of the issues we identified are shared across geographical areas, such as the widespread lack of accessible resources [86, 87], negotiation between multiple parties [52, 55], and significant labor placed on disabled students [41].”

• cites [86] [86] Xinru Tang. 2024. Why is Accessibility So Hard? Insights From the History of Privacy. In Companion Publication of the 2024 Conference on Computer-Supported Cooperative Work and Social Computing (San Jose, Costa Rica) (CSCWCompanion '24) . Association for Computing Machinery, New York, NY, USA, 362-368. doi:10. 1145/3678884.3681876 - sourceNot checked — no full text of the source
• cites [87] [87] Xinru Tang, Ali Abdolrahmani, Darren Gergle, and Anne Marie Piper. 2025. Everyday Uncertainty: How Blind People Use GenAI Tools for Information Access. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (CHI '25) . Association for Computing Machinery, New York, NY, USA, Article 63, 17 pages. doi:10.1145/3706598.3713433 - sourceNot checked — no full text of the source
• cites [52] [52] Carolyn Kim Ly, Trevor Cross, Adrian Petterson, Ishani Pandey, and Priyank Chandra. 2025. Accessibility Work in Academia: Balancing Needs, Bridging Gaps, and Breaking Down Barriers. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW273 (Oct. 2025), 27 pages. doi:10.1145/3757454 - sourceSupported
• cites [55] [55] Kelly Avery Mack, Natasha A Sidik, Aashaka Desai, Emma J McDonnell, Kunal Mehta, Christina Zhang, and Jennifer Mankoff. 2023. Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (New York, NY, USA) (ASSETS '23) . Association for Computing Machinery, New York, NY, USA, Article 100, 6 pages. doi:10.1145/3597638.3614547 - sourceSupported
• cites [41] [41] Dhruv Jain, Venkatesh Potluri, and Ather Sharif. 2020. Navigating Graduate School with a Disability. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 8, 11 pages. doi:10.1145/3373625.3416986 - sourceNot checked — no full text of the source

May combine two claims.

Although requesting accommodations required effort similar to that in the U.S., the process at University B was complicated by nuanced interpersonal dynamics in a context lacking both established support policies and disability awareness.

“In these instances, although requesting accommodations required effort similar to that in the U.S. [41, 55, 77, 85], the process was complicated by nuanced interpersonal dynamics in a context lacking both established support policies and disability awareness.”

• cites [41] [41] Dhruv Jain, Venkatesh Potluri, and Ather Sharif. 2020. Navigating Graduate School with a Disability. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 8, 11 pages. doi:10.1145/3373625.3416986 - sourceNot checked — no full text of the source
• cites [55] [55] Kelly Avery Mack, Natasha A Sidik, Aashaka Desai, Emma J McDonnell, Kunal Mehta, Christina Zhang, and Jennifer Mankoff. 2023. Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (New York, NY, USA) (ASSETS '23) . Association for Computing Machinery, New York, NY, USA, Article 100, 6 pages. doi:10.1145/3597638.3614547 - sourceSupported
• cites [77] [77] Kristen Shinohara, Mick McQuaid, and Nayeri Jacobo. 2021. The Burden of Survival: How Doctoral Students in Computing Bridge the Chasm of Inaccessibility. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21) . Association for Computing Machinery, New York, NY, USA, Article 376, 13 pages. doi:10.1145/3411764.3445277 - sourceNot checked — no full text of the source
• cites [85] [85] Murtaza Tamjeed, Vinita Tibdewal, Madison Russell, Michael McQuaid, Tae Oh, and Kristen Shinohara. 2021. Understanding Disability Services Toward Improving Graduate Student Support. In Proceedings of the 23rd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, USA) (ASSETS '21) . Association for Computing Machinery, New York, NY, USA, Article 3, 14 pages. doi:10.1145/3441852.3471231 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

WEIRD regions tend to have centralized entities providing accessibility support, such as disability offices or centers.

“These regions also tend to have centralized entities providing accessibility support, such as disability offices or centers [41, 52].”

• cites [41] [41] Dhruv Jain, Venkatesh Potluri, and Ather Sharif. 2020. Navigating Graduate School with a Disability. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 8, 11 pages. doi:10.1145/3373625.3416986 - sourceNot checked — no full text of the source
• cites [52] [52] Carolyn Kim Ly, Trevor Cross, Adrian Petterson, Ishani Pandey, and Priyank Chandra. 2025. Accessibility Work in Academia: Balancing Needs, Bridging Gaps, and Breaking Down Barriers. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW273 (Oct. 2025), 27 pages. doi:10.1145/3757454 - sourcePartly supported

  Section 7.2 describes a Canadian university where accessibility services manage accommodation requests through a shared portal, supporting the existence of a formal support service. The study concerns one university in Ontario (Introduction); it does not establish that WEIRD regions generally tend to have centralized disability offices or centers. Page numbers were not available in our copy. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

May combine two claims.

Prior research on education accessibility often focused on specific stages of schooling such as graduate schools or on identifying accessibility needs and issues.

“Prior research on education accessibility often focused on specific stages of schooling such as graduate schools [41, 76, 77] or on identifying accessibility needs and issues [55].”

• cites [41] [41] Dhruv Jain, Venkatesh Potluri, and Ather Sharif. 2020. Navigating Graduate School with a Disability. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 8, 11 pages. doi:10.1145/3373625.3416986 - sourceNot checked — no full text of the source
• cites [76] [76] Kristen Shinohara, Michael McQuaid, and Nayeri Jacobo. 2020. Access Differential and Inequitable Access: Inaccessibility for Doctoral Students in Computing. In Proceedings of the 22nd International ACM SIGACCESS Conference on Computers and Accessibility (Virtual Event, Greece) (ASSETS '20) . Association for Computing Machinery, New York, NY, USA, Article 7, 12 pages. doi:10.1145/3373625.3416989 - sourceNot checked — no full text of the source
• cites [77] [77] Kristen Shinohara, Mick McQuaid, and Nayeri Jacobo. 2021. The Burden of Survival: How Doctoral Students in Computing Bridge the Chasm of Inaccessibility. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21) . Association for Computing Machinery, New York, NY, USA, Article 376, 13 pages. doi:10.1145/3411764.3445277 - sourceNot checked — no full text of the source
• cites [55] [55] Kelly Avery Mack, Natasha A Sidik, Aashaka Desai, Emma J McDonnell, Kunal Mehta, Christina Zhang, and Jennifer Mankoff. 2023. Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (New York, NY, USA) (ASSETS '23) . Association for Computing Machinery, New York, NY, USA, Article 100, 6 pages. doi:10.1145/3597638.3614547 - sourceSupported

May combine two claims.

Research suggests that in China, many blind students, their parents, and high school teachers are ignorant of disabled students' rights in gaokao, or may discourage them from taking the test due to perceptions of lower-quality special education.

“Research suggests that in China, many blind students, their parents, and high school teachers are ignorant of disabled students' rights in gaokao , or may discourage them from taking the test due to perceptions of lower-quality special education [53].”

• cites [53] sourcePartly supported

  Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

  Experimental — accuracy not yet measured

May combine two claims.

Years of navigating imperfect accessibility systems can lower disabled individuals' expectations for accessibility services or compel them to adapt in order to survive within existing structures.

“Moreover, years of navigating imperfect accessibility systems can lower disabled individuals' expectations for accessibility services [20, 87] or compel them to adapt in order to survive within existing structures [53, 95].”

• cites [20] [20] Maartje De Meulder. 2021. Is 'good enough' good enough? Ethical and responsible development of sign language technologies. In Proceedings of the 1st International Workshop on Automatic Translation for Signed and Spoken Languages (AT4SSL) , Dimitar Shterionov (Ed.). Association for Machine Translation in the Americas, Virtual, 12-22. https://aclanthology.org/2021.mtsummit-at4ssl.2/ -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [87] [87] Xinru Tang, Ali Abdolrahmani, Darren Gergle, and Anne Marie Piper. 2025. Everyday Uncertainty: How Blind People Use GenAI Tools for Information Access. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (CHI '25) . Association for Computing Machinery, New York, NY, USA, Article 63, 17 pages. doi:10.1145/3706598.3713433 - sourceNot checked — no full text of the source
• cites [53] sourcePartly supported

  The Introduction (page unavailable) says that students with visual disabilities adjusted their education and career expectations and took a special path because mainstream schools and workplaces were inaccessible. This supports the adaptation clause, to which this citation appears attached, but the sentence generalizes from those students in China to disabled individuals more broadly. (LLM, conf=0.83)

  Experimental — accuracy not yet measured
• cites [95] [95] Christian Vogler, Abraham Glasser, Raja Kushalnagar, Matthew Seita, Mariana Arroyo Chavez, Keith Delk, Paige DeVries, Molly Feanny, Bernard Thompson, and James Waller. 2025. Barriers to Employment: The Deaf Multimedia Authoring Tax. In Proceedings of the 22nd International Web for All Conference (W4A '25) . Association for Computing Machinery, New York, NY, USA, 95-99. doi:10.1145/3744257.3744269 - sourcePartly supported

  The Introduction says inaccessible content-creation requirements force deaf and hard-of-hearing workers to use modalities inaccessible to them, at substantial additional cost in time and resources. The Conclusion says they remain at a competitive disadvantage in employment until this is addressed. This supports the cited clause about adapting to existing structures, but the paper does not establish it for disabled individuals generally or across accessibility systems; the lowered-expectations clause is attached to other citations. (LLM, conf=0.83)

  Experimental — accuracy not yet measured

May combine two claims.

Disabled students or their families often face trade-offs across different systems, and may find it hard to determine what is 'better' in the lack of adequate support and under pressure to conform to mainstream norms.

“Disabled students or their families often face trade-offs across different systems, who may find it hard to determine what is 'better' in the lack of adequate support and under pressure to conform to mainstream norms [21, 53].”

• cites [21] [21] Maartje De Meulder and Joseph J Murray. 2024. The illusion of choice in inclusive education. International Journal of Inclusive Education 28, 6 (2024), 753-767. https://doi.org/10.1080/13603116.2021.1956607 - sourceNot checked — no full text of the source
• cites [53] sourcePartly supported

  The Introduction (page unavailable) describes students with visual disabilities and their families navigating difficult choices between mainstream and special education amid inadequate accommodations, limited information, and discouragement. It does not establish pressure to conform to mainstream norms as a reason for those choices, and its findings concern students with visual disabilities rather than disabled students generally. (LLM, conf=0.85)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

Accessibility may also contend with competing priorities, such as organizational profitability.

“Accessibility may also contend with competing priorities, such as organizational profitability [52, 57].”

• cites [52] [52] Carolyn Kim Ly, Trevor Cross, Adrian Petterson, Ishani Pandey, and Priyank Chandra. 2025. Accessibility Work in Academia: Balancing Needs, Bridging Gaps, and Breaking Down Barriers. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW273 (Oct. 2025), 27 pages. doi:10.1145/3757454 - sourcePartly supported

  Section 6.1 describes an accessibility recommendation being cut during a building project's value engineering, and Section 6.3 describes a restroom design chosen as the most financially feasible option. These examples support a tension between accessibility and financial priorities, but the paper does not identify organizational profitability as the competing priority. (LLM, conf=0.85)

  Experimental — accuracy not yet measured
• cites [57] [57] Aparajita S Marathe and Anne Marie Piper. 2025. The Accessibility Paradox: How Blind and Low Vision Employees Experience and Negotiate Accessibility in the Technology Industry. Proc. ACM Hum.-Comput. Interact. 9, 7, Article CSCW485 (Oct. 2025), 25 pages. doi:10.1145/3757666 - sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

Zhang was the first blind student to take the admission test of his graduate program and be accepted.

“Zhang (the blind co-first author) was the first blind student to take the admission test of his graduate program and be accepted.”

May combine two claims.

Zhang's only higher education options in 2013 were the admission exams offered by two universities that admitted blind students, and he could only choose a major in acupuncture and remedial massage.

“When I graduated from high school in 2013, the only options I had for higher education were the admission exams offered by two universities that admitted blind students. What's more, I could only choose a major in acupuncture and remedial massage.”

May combine two claims.

Many course materials at University A reflected sighted norms, and teaching practices rarely incorporated non-visual instructional approaches.

“However, many course materials reflected sighted norms, and teaching practices rarely incorporated non-visual instructional approaches.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The class created a QQ chat group to communicate routine information, such as class meetings.

“For instance, the class created a QQ chat group to communicate routine information, such as class meetings.”

May combine two claims.

One instructor required students to complete a set number of warm-up exercises such as push-ups, considered essential for preparing bodies to practice massage, but some students could not perform some exercises because doing so posed a risk of worsening their eye conditions.

“For example, one instructor required students to complete a set number of warm-up exercises such as push-ups. These exercises were considered essential for preparing bodies to practice massage. However, some students could not perform some exercises because doing so posed a risk of worsening their eye conditions.”

May combine two claims.

Blind students at University A had to write essays on computers and relied on low-vision peers to print their assignments.

“Blind students had to write essays on computers and relied on low-vision peers to print their assignments.”

May combine two claims.

Formatting articles was inaccessible to most students using screen readers, forcing them to rely on plain text versions or perform only basic typing in Word.

“Formatting articles is inaccessible to most students using screen readers, forcing them to rely on plain text versions or perform only the most basic typing in Word for their assignments.”

May combine two claims.

At the time of Zhang's study, none of the instructors could read or write Braille, which restricted students' options for learning through Braille.

“At the time of Zhang's study, none of the instructors could read or write Braille, which restricted students' options for learning through Braille.”

May combine two claims.

Blind students might have to ask former students for digital copies, some created Braille versions of essential content themselves and shared with others, and instructors might continue to use older versions considering the number of blind students.

“Blind students might have to ask former students for digital copies, while some created Braille versions of essential content themselves and shared with others. In some cases, instructors might have to continue to use older versions considering the number of blind students.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

University B is a mainstream institution where Zhang was the first blind student to be admitted.

“University B is a mainstream institution where Zhang was the first blind student to be admitted.”

May combine two claims.

Throughout Zhang's undergraduate studies, they almost never used PowerPoint slides in class, which was beneficial for blind and low-vision people because PowerPoint is inefficient and unfriendly for screen reader users.

“Throughout my undergraduate studies, we almost never used PowerPoint slides in class. To be honest, this was beneficial for BLV people, as PowerPoint is a product of visual culture. It is inefficient and unfriendly for screen reader users.”

May combine two claims.

Not all textbooks had Braille versions, and even when they did, they were updated far less frequently than the standard versions.

“A typical example is Braille books: not all textbooks had Braille versions, and even when they did, they were updated far less frequently than the standard versions.”

May combine two claims.

When students asked the instructor for alternative ways to complete the assessment, they received responses that invalidated their capabilities; one instructor told a student that considering their physical condition they were not suited for studying massage and suggested they quit school immediately.

“When these students asked the instructor for alternative ways to complete the assessment, they received responses that invalidated their capabilities. The instructor told one student, 'considering your physical condition, you are not suited for studying massage. I suggest you quit the school immediately.'”

May combine two claims.

The computers at the school only had an outdated free version of a screen reader, released eight years ago, and many shortcut keys and interaction methods had changed in subsequent updates.

“For example, the computers at the school only had an outdated free version of a screen reader, released eight years ago, and many shortcut keys and interaction methods had changed in subsequent updates.”

May combine two claims.

Although students were permitted to take final examinations in Braille, the assessment process relied on translation provided by students proficient in Braille.

“Although students were permitted to take final examinations in Braille, the assessment process relied on translation provided by students proficient in Braille.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Zhang was the first blind student to take University B's admission exam, the first in his province, the first in China to apply for a translation and interpreting major, and the first and only blind student admitted to University B when he studied there.

“Zhang was the first blind student to take the university's admission exam, as well as the first in the province where he took the exam. He was also the first blind student in the country to apply for a major in translation and interpreting. Finally, he became the first and only blind student admitted to the university when he studied there.”

May combine two claims.

While the QQ application was not accessible to some students, their roommates could help relay the information.

“While the application was not accessible to some students, their roommates could help relay the information.”

May combine two claims.

Even with the policy, institutions often refused support, citing reasons such as no Braille translators and the policy being vague with no prior case.

“Even with the policy [91], these institutions often refused support, citing reasons such as, ' we do not have Braille translators,' and ' the policy is vague, and there is no prior case. '”

• cites [91] [91] The Ministry of Education and The China Disabled Persons' Federation. Retrieved November, 2025. Notice from the Ministry of Education and the China Disabled Persons' Federation on Issuing the 'Administrative Provisions on Disabled People Taking the National College Entrance Exam' ( 教 育 部 中 国 残 联 关 于 印发 《 残 疾 人 参 加 普 通 高 等 学 校 招 生 全 国 统 一 考 试 管 理 规 定 》 的 通 知 )). https://www.gov.cn/zhengce/zhengceku/2017-04/12/content\_5650060.htm. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The dining hall staff at University B did not anticipate serving a blind student and were hesitant and unsure how to provide support; although Zhang offered suggestions, they remained reluctant, perceiving the proposals as relevant only to him.

“The dining hall staff [of University B] did not anticipate serving a blind student and were hesitant and unsure how to provide support. Although I offered suggestions for improvement, they remained reluctant, perceiving these proposals as relevant only to me and hesitant to make a change.”

May combine two claims.

While the institute was willing to provide accommodations, the format of the Sight Translation task still favored sighted candidates.

“While the institute was willing to provide accommodations, the format still favored sighted candidates:”

May combine two claims.

In the CATTI exam, Zhang had to use NVDA instead of his preferred screen reader, as NVDA was the only accessible option in the testing environment, and customizing and learning NVDA requires considerable time and effort.

“For example, in the CATTI exam, Zhang had to use NVDA instead of his preferred screen reader, as NVDA was the only accessible option in the testing environment. However, customizing NVDA and learning to use it requires considerable time and effort.”

May combine two claims.

For the CATTI exam, students were permitted to use a paper dictionary, but the dictionary did not have a Braille version; in Zhang's case, the testing center provided a human assistant to help with look-ups.

“For the CATTI exam, students who take the test were permitted to use a paper dictionary. However, the dictionary did not have a Braille version. In Zhang's case, the testing center provided a human assistant to help with look-ups.”

May combine two claims.

Although some opportunities for change were available at University B, they remained ad hoc.

“Although some opportunities for change were available, they remained ad hoc.”

May combine two claims.

Using screen readers to read aloud texts on the screen turned the Sight Translation task into simultaneous translation, making it more difficult than the task undertaken by sighted candidates.

“The institute allowed me to use a different testing platform that was compatible with my screen readers. However, using screen readers to read aloud the texts on the screen actually turned the task into simultaneous translation. It was more difficult than the task undertaken by sighted candidates.”

May combine two claims.

Pressure also arose from the pervasiveness of inaccessibility; during remote teaching in the COVID period, instructors used different platforms including Tencent Meeting, Tencent Classroom, DingTalk, Changjiang Rain Classroom, and Xuexitong.

“Pressure also arose from the pervasiveness of inaccessibility. For example, during remote teaching in the COVID period, instructors used different platforms for their teaching, including Tencent Meeting, Tencent Classroom, DingTalk, Changjiang Rain Classroom, and Xuexitong.”

May combine two claims.

One instructor refused to share slides and would not allow photos, citing copyright concerns, and was reluctant to provide an electronic version of the final exam paper; only after Zhang said failure to take the exam would be considered a teaching failure did he agree to have a student photograph the exam paper.

“He refused to share the slides and would not allow photos, citing copyright concerns. He was also reluctant to provide an electronic version of the final exam paper. In desperation, I told him that if I couldn't take the exam, it would be considered a teaching failure for which he would be held responsible. Only then did he agree to have a student photograph the exam paper.”

May combine two claims.

Some traditional translation tasks were designed from sighted perspectives; for example, the admission test included a Sight Translation task requiring students to orally translate a written prompt displayed on a screen.

“Similarly, some traditional translation tasks were designed from sighted perspectives. For example, the admission test included a Sight Translation task, which required students to orally translate a written prompt displayed on a screen.”

May combine two claims.

During the COVID period, the department frequently relied on online collaborative platforms to collect students' information; although Zhang suggested more accessible alternatives such as Microsoft Forms, the department instead recommended having someone assist him with completing the forms.

“For example, during the COVID period, the department frequently relied on online collaborative platforms to collect students' information. Although Zhang suggested using more accessible alternatives such as Microsoft Forms, the department instead recommended having someone assist him with completing the forms.”

May combine two claims.

Dining hall meals were a typical challenge for blind students due to complex spatial layout and lack of access to paper menus; University A opened a separate dining area for blind students, while similar adjustments have been hard to implement at University B due to the lack of blind students.

“For example, dining hall meals were a typical challenge for blind students due to the complex spatial layout and the lack of access to paper menus. In response, University A opened a separate dining area for blind students. While it is questionable whether this solution is truly inclusive, similar adjustments have been hard to implement at University B due to the lack of blind students.”

May combine two claims.

Zhang had to personally discuss with instructors how to make slides accessible, and the outcome often depended largely on the teacher's personality and attitude.

“Zhang had to personally discuss with them how to make the slides accessible, and the outcome often depended largely on the teacher's personality and attitude.”

May combine two claims.

University B lacks centralized disability services because there were still few disabled students in the institute.

“Furthermore, University B lacks centralized disability services as there were still few disabled students in the institute.”

May combine two claims.

Zhang mentioned to the department many times that a disability advocacy organization was willing to offer free orientation and mobility training, but the department did not continue the conversation and seemed cautious about involving a third-party organization.

“I mentioned to our department many times that someone from a disability advocacy organization was willing to offer free orientation and mobility training services. However, our department did not continue this conversation. They seemed to be very cautious about involving a third-party organization.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Zhang let the class know in advance about potential noise from his writing and asked for understanding; none of his classmates raised objections, and several showed understanding.

“I let the class know in advance through the class group chat, saying that there might be some noise from my writing and asking for their understanding. If it affected them, they should let me know. None of my classmate raised any objections, and several showed their understanding.”

May combine two claims.

In many instances, Zhang was careful to ensure he did not affect others; at the beginning of his study, he worried that the sound of writing on Braille paper might be disruptive.

“In many instances, Zhang was careful to ensure that he did not affect others. For example, at the beginning of his study, he worried that the sound of writing on Braille paper might be disruptive.”

May combine two claims.

At University B, two tensions were identified at institutional and sociocultural levels: the lack of established policies and the pressure to conform to sighted norms.

“While the university made efforts to provide accommodations to Zhang, we identified two tensions at both the institutional and sociocultural levels: the lack of established policies and the pressure to conform to sighted norms.”

May combine two claims.

Zhang was allowed to report all of his needs directly to the school's leadership, but the department was often hesitant about potential consequences in introducing new services.

“For example, Zhang was allowed to report all of his needs directly to the school's leadership. However, the department was often hesitant about potential consequences in introducing new services.”

May combine two claims.

Human assistance became the form of support Zhang relied on most, extending beyond filling out forms to tasks such as formatting papers and getting meals; over time he increasingly relied on the person most familiar with his needs, which contradicted his original aim of completing tasks on his own.

“Human assistance became the form of support I relied on most, extending beyond filling out forms to tasks such as formatting papers and getting meals in the dining hall. Over time, I increasingly relied on the person who had become most familiar with my needs. Although we were close friends and he was willing to help, relying on him contradicted my original aim of completing tasks on my own.”

May combine two claims.

Zhang's graduate classes at University B relied heavily on visual elements and were less friendly to BLV students compared to University A, with most graduate classes centered around PowerPoint slides.

“The classes I took during my graduate studies relies on visual elements a lot. Honestly, these classes were less friendly to BLV students compared to those I attended at University A. Unlike University A, most of my graduate classes were centered around PowerPoint slides.”

May combine two claims.

Even when some instructors sought Zhang's input, it was difficult to determine which platform was more accessible since none of the platforms were fully accessible; as a result, Zhang did not bother advocating for specific platforms.

“Even when some instructors sought Zhang's input, it was difficult to determine which platform was more accessible since none of the platforms were fully accessible. As a result, Zhang did not bother advocating for specific platforms.”

May combine two claims.

Some teachers agreed without hesitation, some were willing to share but cautioned against further distribution, some read out slide content or let other students photograph key information, and Zhang had to read slides using OCR.

“Some teachers agreed without hesitation. Some were willing to share but cautioned against further distribution. Some chose to read out the content on the slides during class or let other students in the class take photos of key information and send them to me. I had to read the slides using OCR (Optical Character Recognition), though.”

May combine two claims.

As a result, Zhang and his teammates relied on WeChat to synchronize and update progress, even though the team still conducted most of their work on collaborative platforms.

“As a result, Zhang and his teammates relied on WeChat to synchronize and update progress, even though the team still conducted most of their work on collaborative platforms.”

May combine two claims.

The pressure to conform was compounded by Zhang being the only blind student, making it difficult to proactively advocate for every small detail.

“Thepressure was further compounded by the fact that Zhang was the only blind student. It was difficult to proactively advocate for every small detail in such environments.”

Classified as probably not a substantial claim.

The autoethnographic findings highlight unique opportunities shaping educational accessibility in China.

“Our findings not only highlight the unique challenges and opportunities shaping educational accessibility in China but also invite critical reflections on the concept of access itself.”

Classified as probably not a substantial claim.

The autoethnographic findings highlight unique challenges shaping educational accessibility in China.

“Our findings not only highlight the unique challenges and opportunities shaping educational accessibility in China but also invite critical reflections on the concept of access itself.”

Probably not a substantial claim: may not pass S2 (checkable).

Substantial work remains to be done to understand how access unfolds within specific institutions.

“Additionally, substantial work remains to be done to understand how access unfolds within specific institutions.”

May combine two claims.

Chinese law has not yet defined discrimination or provided a clear concept of reasonable accommodation.

“Besides, although legislation prohibits discrimination against PWD, Chinese law has not yet defined discrimination or provided a clear concept of reasonable accommodation .”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Access in both institutions was constrained by systemic issues, including limited accessible resources, ableist cultures, and the lack of established accessibility policies.

“Furthermore, access in both institutions was constrained by systemic issues, including limited accessible resources, ableist cultures, and the lack of established accessibility policies.”

Probably not a substantial claim: may not pass S4 (based).

Negotiating access within a sighted-centric institution entails pressures to conform to sighted norms.

“Conversely, negotiating access within a sighted-centric institution entails pressures to conform to sighted norms.”

Probably not a substantial claim: may not pass S4 (based).

In the context of special education, efforts to provide access often inadvertently marginalize students in the broader society.

“In the context of special education, efforts to provide access often inadvertently marginalize students in the broader society.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Only around 200 blind and low-vision students enrolled in undergraduate programs each year in China, according to a 2020 news report.

“A 2020 news report noted that only around 200 BLV students enrolled in undergraduate programs each year [80] 4 .”

• cites [80] [80] Southern Weekly. Retrieved April, 2025. Specialized Admission or General Gaokao: Is It Fair for Blind Students to Choose Only One? (' 单 考 单 招 ' 还 是普 通 高 考 : 盲 人 考 生 只 选 一个 公 平 吗 ). https://news.qq.com/rain/a/ 20200822A0H4ZE00. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

China's inclusion policy is still in an early stage of development and currently lacks clear, systematic, and coherent implementation strategies.

“Furthermore, China's inclusion policy is still in an early stage of development and currently lacks clear, systematic, and coherent implementation strategies [72, 100].”

• cites [72] [72] Xiao Qu. 2022. Structural barriers to inclusive education for children with special educational needs and disabilities in China. Journal of Educational Change 23, 2 (2022), 253-276. https://doi.org/10.1007/s10833-021-09426-2 - sourceNot checked — no full text of the source
• cites [100] [100] Mercy Renci Xie. 2024. Noncompliant Effectiveness of Human Rights Treaties: Evidence from East Asian Countries in Protecting Persons with Disabilities' Right to Education. Columbia Human Rights Law Review 56 (2024). http: //dx.doi.org/10.2139/ssrn.4956921 - sourceNot checked — no full text of the source

May combine two claims.

Most critiques of access have been made within WEIRD societies, with far less attention paid to other cultural contexts.

“For instance, most critiques have been made within what researchers call WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies [36], with far less attention paid to other cultural contexts.”

• cites [36] [36] Joseph Henrich, Steven J Heine, and Ara Norenzayan. 2010. Most people are not WEIRD. Nature 466, 7302 (2010), 29-29. https://doi.org/10.1038/466029a - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

Accessibility should be understood as an ongoing, exploratory practice that unfolds within ableist structures.

“Rather than framing access as solutions to ableism, we argue that it should be understood as an ongoing, exploratory practice that unfolds within ableist structures.”

Classified as probably not a substantial claim. May combine two claims.

A blind student must navigate ableist realities and adapt to various systems to access future opportunities.

“Consequently, a blind student must navigate ableist realities and adapt to various systems to access future opportunities.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Only slightly more than 50,000 people with disabilities attended higher education in China between 2016 and 2020.

“According to the Chinese government, only slightly more than 50,000 PWD 3 attended higher education between 2016 and 2020 [92].”

• cites [92] [92] The State Council of the People's Republic of China. Retrieved March, 2025. State Council Notice on the Issuance of the 14th Five-Year Plan for the Protection and Development of People with Disabilities ( 国 务 院 关 于 印发 ' 十 四 五 ' 残 疾 人 保 障 和 发 展 规 划 的 通 知 ). https://www.gov.cn/zhengce/content/202107/21/content\_5626391.htm. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

The institute made efforts to make education accessible to blind and low-vision students, but these efforts could inadvertently reinforce marginalization within a broader ableist and visually oriented society.

“On one hand, the institute made efforts to make education accessible to BLV students. However, these efforts could inadvertently reinforce marginalization within a broader ableist and visually oriented society.”

Classified as probably not a substantial claim. May combine two claims.

While limited major options are the root cause of Zhang's declining performance, people might place the responsibility on disabled students, creating pressure to conform.

“The quote above shows that while limited major options are the root cause of Zhang's declining performance, people might place the responsibility on disabled students, creating pressure to conform.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

While instructors and staff may strive to improve accessibility, these issues are often systemic and cannot be addressed by a single person or institution.

“While instructors and staff may strive to improve accessibility, these issues are often systemic and cannot be addressed by a single person or institution.”

May combine two claims.

University A was shaped and constrained by broader ableist systems and conceptions, so the authors hesitated to describe it as accessible.

“However, we hesitated to describe University A as accessible because it was shaped and constrained by broader ableist systems and conceptions.”

Probably not a substantial claim: may not pass S4 (based).

Chinese culture often places the responsibility of navigating the ableist society on disabled individuals themselves.

“Additionally, as noted in 2.1, Chinese culture often places the responsibility of navigating the ableist society on disabled individuals themselves.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The reliance on Zhang's memory may introduce bias and affect the accuracy of the account.

“However, the reliance on one's memory may introduce bias and affect the accuracy of the account.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Attending graduate school remains uncommon among blind students in China due to a longstanding lack of accommodations and policy support.

“Notably, attending graduate school remains uncommon among blind students in China due to a longstanding lack of accommodations and policy support.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

University A represents the predominant special education model to provide accessible higher education to blind and low-vision students in China.

“University A represents the predominant special education model to provide accessible higher education to BLV students in China.”

May combine two claims.

While both institutions Zhang attended worked to make education more accessible to students, their efforts were constrained by broader systemic structures and conceptions of disability.

“While both institutions Zhang attended worked to make education more accessible to students, their efforts were constrained by broader systemic structures and conceptions of disability.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The iterative process of data collection and analysis continued until thematic saturation was reached.

“This iterative process continued until we reached thematic saturation.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

The education system in China places a strong emphasis on standardized tests, and this is also true for University A.

“As mentioned in Section 2.1, the education system in China places a strong emphasis on standardized tests, and this is also true for University A.”

May combine two claims.

The lack of individualized support and nonvisual teaching methods shifted the burden of adaptation onto blind students and limited the quality and depth of their learning experience.

“In the example above, the lack of individualized support and nonvisual teaching methods shifted the burden of adaptation onto the students and ultimately limited the quality and depth of their learning experience.”

May combine two claims.

The legal system in China currently mandates reasonable accommodations only for national examinations, making securing accommodations in other contexts such as classrooms far more challenging.

“Since the legal system currently mandates reasonable accommodations only for national examinations [91, 100], securing such accommodations in other contexts such as classrooms becomes far more challenging.”

• cites [91] [91] The Ministry of Education and The China Disabled Persons' Federation. Retrieved November, 2025. Notice from the Ministry of Education and the China Disabled Persons' Federation on Issuing the 'Administrative Provisions on Disabled People Taking the National College Entrance Exam' ( 教 育 部 中 国 残 联 关 于 印发 《 残 疾 人 参 加 普 通 高 等 学 校 招 生 全 国 统 一 考 试 管 理 规 定 》 的 通 知 )). https://www.gov.cn/zhengce/zhengceku/2017-04/12/content\_5650060.htm. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [100] [100] Mercy Renci Xie. 2024. Noncompliant Effectiveness of Human Rights Treaties: Evidence from East Asian Countries in Protecting Persons with Disabilities' Right to Education. Columbia Human Rights Law Review 56 (2024). http: //dx.doi.org/10.2139/ssrn.4956921 - sourceNot checked — no full text of the source

May combine two claims.

At University B, sighted students formed the majority and dominated the norms and practices of the institution, creating a sighted-centric environment.

“As a result, sighted students not only formed the majority but also dominated the norms and practices of the institution - what we refer to as a sighted-centric environment.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Accessibility is far from a one-time solution; it requires ongoing effort from all stakeholders, including PWD, to challenge established environments, norms, and assumptions about the world, including what is worth accessing and how access should be achieved.

“The quote above, along with other stories shared in this paper, suggests that accessibility is far from a one-time solution. It requires ongoing effort from all stakeholders, including PWD, to challenge established environments, norms, and assumptions about the world, including what is worth accessing and how access should be achieved.”

May combine two claims.

Despite efforts to provide access, the Sight Translation task remained visual in nature, and the accommodations ultimately transformed it into something entirely different.

“In this case, despite efforts to provide access, the task remained visual in nature, and the accommodations ultimately transformed it into something entirely different.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In the U.S., higher education institutions are technically open to all students, and approximately 78% of BLV students attend postsecondary education after high school.

“This dilemma contrasts sharply with WEIRD contexts typically studied in HCI; for example, in the U.S., higher education institutions are technically open to all students, and approximately 78% of BLV students attend postsecondary education after high school [65].”

• cites [65] [65] Lynn Newman, Mary Wagner, Renee Cameto, and Anne-Marie Knokey. 2009. The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2). NCSER 2009-3017. National Center for Special Education Research (2009). https://files.eric.ed.gov/fulltext/ED505448.pdf -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Obtaining access at University B often requires coordination across multiple parties and depends heavily on ad hoc arrangements.

“As a result, obtaining access often requires coordination across multiple parties and depends heavily on ad hoc arrangements.”

May combine two claims.

As Zhang's experiences suggest, many accommodations he received depended heavily on his own self-advocacy and primarily aimed to integrate him into visual-centric environments.

“As Zhang's experiences suggest, many accommodations he received depended heavily on his own self-advocacy and primarily aimed to integrate him into visual-centric environments.”

May combine two claims.

In such situations, the responsibility of demonstrating the value of changes fell on Zhang, and he ultimately had to develop his own workarounds to navigate ongoing inaccessibility and fit into sighted-centric environments.

“In such situations, the responsibility of demonstrating the value of these changes fell on Zhang. Ultimately, he had to develop his own workarounds to navigate ongoing inaccessibility and fit into sighted-centric environments.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Although the school may become more aware of accessibility issues through Zhang's report, relying on Zhang to identify and manage these issues overlooks broader, more systemic opportunities for change.

“Furthermore, although the school may become more aware of accessibility issues through Zhang's report, relying on Zhang to identify and manage these issues overlooks broader, more systemic opportunities for change.”

May combine two claims.

Even specialized education, which is intended to be accessible, is limited by ableist cultures and a systemic lack of accessible resources.

“Even specialized education, which is intended to be accessible, is limited by ableist cultures and a systemic lack of accessible resources.”

May combine two claims.

China presents its own dilemma of access: inclusive education is increasingly valued and new accessibility policies have been established, while education for disabled students continues to be shaped by a longstanding tradition of special education and limited development of comprehensive accessibility policies.

“However, China presents its own dilemma of access: on one hand, inclusive education is increasingly valued [100] and new accessibility policies have been established [67, 91]. On the other hand, education for disabled students continues to be shaped by a longstanding tradition of special education and the limited development of comprehensive accessibility policies.”

• cites [100] [100] Mercy Renci Xie. 2024. Noncompliant Effectiveness of Human Rights Treaties: Evidence from East Asian Countries in Protecting Persons with Disabilities' Right to Education. Columbia Human Rights Law Review 56 (2024). http: //dx.doi.org/10.2139/ssrn.4956921 - sourceNot checked — no full text of the source
• cites [67] [67] Ministry of Justice of the People's Republic of China. Retrieved December, 2025. China passes new law on barrier-free living environment. http://en.moj.gov.cn/ 2023-06/29/c\_898657.htm. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [91] [91] The Ministry of Education and The China Disabled Persons' Federation. Retrieved November, 2025. Notice from the Ministry of Education and the China Disabled Persons' Federation on Issuing the 'Administrative Provisions on Disabled People Taking the National College Entrance Exam' ( 教 育 部 中 国 残 联 关 于 印发 《 残 疾 人 参 加 普 通 高 等 学 校 招 生 全 国 统 一 考 试 管 理 规 定 》 的 通 知 )). https://www.gov.cn/zhengce/zhengceku/2017-04/12/content\_5650060.htm. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

May combine two claims.

Even when the team intended to include Zhang from the outset, their choice of technologies was limited by visually dominated norms, leaving them to rely on ad hoc workarounds to accommodate blind members.

“In this case, even when the team intended to include Zhang from the outset, their choice of technologies is limited by visually dominated norms, leaving them to rely on ad hoc workarounds to accommodate blind members.”

May combine two claims.

Although these accommodations provided access to the tests, they added a sense of unpredictability to the testing process.

“Although these accommodations provided access to the tests, they added a sense of unpredictability to the testing process.”

May combine two claims.

These structural conditions result in accessibility in China remaining ad hoc and shaped by ableist conceptions.

“These structural conditions result in accessibility in China remaining ad hoc and shaped by ableist conceptions.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Their work provided a powerful lens into what a deaf-first world might look like and the ableist assumptions embedded in existing technologies.

“Their work provided a powerful lens into what a deaf-first world might look like and the ableist assumptions embedded in existing technologies.”

• cites [4] [4] Robin Angelini, Katta Spiel, and Maartje De Meulder. 2025. Speculating Deaf Tech: Reimagining Technologies Centering Deaf People. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (CHI '25) . Association for Computing Machinery, New York, NY, USA, Article 66, 18 pages. doi:10.1145/3706598.3713238 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The Protactile movement in Seattle offers a compelling vision for a tactile-centered future that challenges dominant norms and expands the scope of deafblind ways of being.

“For example, the Protactile movement in Seattle offers a compelling vision for a tactile-centered future that challenges dominant norms and expands the scope of deafblind ways of being [42].”

• cites [42] [42] Jonh Lee Clark. Retrieved March, 2025. Against Access. https://audio. mcsweeneys.net/transcripts/against\_access.html. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Our study highlights the value of incorporating a life-course perspective in understanding access, an orientation that emphasizes individuals' life transitions, trajectories, and future prospects, as well as how socioeconomic, cultural, historical, and institutional conditions shape these pathways.

“Our study highlights the value of incorporating a life-course perspective in understanding access, an orientation that emphasizes individuals' life transitions, trajectories, and future prospects, as well as how socioeconomic, cultural, historical, and institutional conditions shape these pathways [6].”

• cites [6] [6] Belén Barros Pena, Rachel E Clarke, Lars Erik Holmquist, and John Vines. 2021. Circumspect Users: Older Adults as Critical Adopters and Resistors of Technology. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Yokohama, Japan) (CHI '21) . Association for Computing Machinery, New York, NY, USA, Article 84, 14 pages. doi:10.1145/3411764. 3445128 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Disabled people may develop different orientations toward disability depending on their life experiences and family histories.

“For example, disabled people may develop different orientations toward disability depending on their life experiences and family histories [64].”

• cites [64] [64] Karen Nakamura. 2006. Deaf in Japan: Signing and the politics of identity . Cornell University Press. - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

They are powerful in exploring what disability-first futures might look like.

“However, they are powerful in exploring what disability-first futures might look like.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

The pursuit of access can be further shaped by a wider range of intersectional values and goals across different contexts.

“Beyond the dilemmas examined in this study, the pursuit of access could be further shaped by a wider range of intersectional values and goals across different contexts.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Given the complex tensions around access, we suggest understanding it not as merely a technical problem, but as an ongoing negotiation of agency and resistance within ableist systems.

“Given the complex tensions around access, we suggest understanding it not as merely a technical problem, but as an ongoing negotiation of agency and resistance within ableist systems.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

Inclusive education provides an 'illusion of choice' for deaf families, highlighting pressures that push families toward hearing education due to a gap between the desire for signing education and the lack of adequate institutional resources.

“In a different yet similar context, De Meulder and Murray emphasized that inclusive education provides an 'illusion of choice' for deaf families, highlighting the pressures that push families toward hearing education due to a gap between the desire for signing education and the lack of adequate institutional resources [21].”

• cites [21] [21] Maartje De Meulder and Joseph J Murray. 2024. The illusion of choice in inclusive education. International Journal of Inclusive Education 28, 6 (2024), 753-767. https://doi.org/10.1080/13603116.2021.1956607 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

In deaf communities, debates over signed versus oral education have persisted for decades.

“For example, in deaf communities, debates over signed versus oral education have persisted for decades [21, 64].”

• cites [21] [21] Maartje De Meulder and Joseph J Murray. 2024. The illusion of choice in inclusive education. International Journal of Inclusive Education 28, 6 (2024), 753-767. https://doi.org/10.1080/13603116.2021.1956607 - sourceNot checked — no full text of the source
• cites [64] [64] Karen Nakamura. 2006. Deaf in Japan: Signing and the politics of identity . Cornell University Press. - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Similar tensions exist within stuttering communities, where individuals debate whether to pursue fluency or embrace stuttered speech.

“Similar tensions exist within stuttering communities, where individuals debate whether to pursue fluency or embrace stuttered speech [18].”

• cites [18] [18] Christopher Dominick Constantino, Walter H Manning, and Susan Naomi Nordstrom. 2017. Rethinking covert stuttering. Journal of Fluency Disorders 53 (2017), 26-40. https://doi.org/10.1016/j.jfludis.2017.06.001 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Many radical disability movements or disability artists are envisioning disability-first worlds and deserve attention.

“Similarly, many radical disability movements or disability artists are envisioning disability-first worlds and deserve attention [42, 96].”

• cites [42] [42] Jonh Lee Clark. Retrieved March, 2025. Against Access. https://audio. mcsweeneys.net/transcripts/against\_access.html. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [96] [96] Whitney Museum of American Art. Retrieved July, 2025. People Who Stutter Create: Stuttering Can Create Time. https://whitney.org/exhibitions/peoplewho-stutter-create. -Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Including a life course perspective is important for understanding the diverse experiences of disability and how they affect people's needs and views on access.

“Including a life course perspective is also important for understanding the diverse experiences of disability and how they affect people's needs and views on access.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Although our study focuses on a blind student in China, the tensions we identified are prevalent across disabilities and geographies.

“Although our study focuses on a blind student in China, the tensions we identified are prevalent across disabilities and geographies.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Although disability justice frameworks envision futures where disability is actively affirmed, ableism is still a persistent part of disabled people's everyday realities.

“Although disability justice frameworks envision futures where disability is actively affirmed, ableism is admittedly still a persistent part of disabled people's everyday realities.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

These imagined futures may seem radical when contrasted with the everyday realities disabled people face.

“Admittedly, these imagined futures may seem radical when contrasted with the everyday realities disabled people face.”

Probably not a substantial claim: may not pass S4 (based).

The necessary skills and information for self-advocacy are often inaccessible to disabled communities.

“Yet, the necessary skills and information are often inaccessible to disabled communities.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Speaking fluently often signals the agency of people who stutter within ableist systems that devalue non-fluent speech, allowing them to gain privileges that might otherwise be denied.

“Similarly, speaking fluently often signals the agency of people who stutter within ableist systems that devalue non-fluent speech, allowing them to gain privileges that might otherwise be denied [18].”

• cites [18] [18] Christopher Dominick Constantino, Walter H Manning, and Susan Naomi Nordstrom. 2017. Rethinking covert stuttering. Journal of Fluency Disorders 53 (2017), 26-40. https://doi.org/10.1016/j.jfludis.2017.06.001 - sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Although specialized education may marginalize disabled students within a broader society, it now often serves as a necessary pathway to future opportunities.

“Although specialized education may marginalize disabled students within a broader society, it now often serves as a necessary pathway to future opportunities.”

Classified as probably not a substantial claim.

Zhang's experience suggests that self-advocacy remains a critical component in seeking access in China.

“Zhang's experience suggests that self-advocacy remains a critical component in seeking access in China.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Angelini et al. presented a deaf-led speculative study in which deaf participants envisioned technologies for a world inhabited exclusively by deaf signers.

“For example, Angelini et al. presented a deaf-led speculative study in which deaf participants envisioned technologies for a world inhabited exclusively by deaf signers [4].”

• cites [4] [4] Robin Angelini, Katta Spiel, and Maartje De Meulder. 2025. Speculating Deaf Tech: Reimagining Technologies Centering Deaf People. In Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems (CHI '25) . Association for Computing Machinery, New York, NY, USA, Article 66, 18 pages. doi:10.1145/3706598.3713238 - sourceNot checked — no full text of the source