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To cite this work: Abdullayeva, T. (2025). What does access mean in theory and practice? Disability Dialogues. ��«Ӱҵ: iHuman, University of ��«Ӱҵ. 

What does access mean in theory and practice?

Turana Abdullayeva is a third-year PhD student in the School of Education at the University of ��«Ӱҵ, specialising in inclusive education in Azerbaijan. With eight years of experience, she focuses on enhancing educational accessibility by integrating inclusive practices into teacher education programs. Her research interests include inclusive education, disability studies, and the development of inclusive policies within Azerbaijan's educational framework.

I remember my first days in the UK when I saw disabled people in many places, which made me wonder how many disabled people lived here. This was very different from my home country, Azerbaijan. I thought about my dad’s disabled cousin, who lived next to us but never went outside in the village. What stood out to me was that this was seen as completely normal—no one asked about him or questioned his absence. I remember we had many parties and festivals, yet he never took part. Disabled people were rarely present at social events, even family gatherings. Many parents preferred not to bring their disabled children with them. When I witnessed a stark contrast in the UK—on the streets, university campuses, public events, transportation, and shops—I noticed that disabled individuals were actively integrated into society. Their visible presence in all aspects of daily life raised important questions about inclusion and accessibility in my own country. It made me realise that despite various policy changes aimed at fostering an inclusive and accessible society, not much has truly changed in Azerbaijan. This is just one example, but in rural areas of Azerbaijan especially, disabled people rarely leave their homes. Over time, I realised that disability is a much bigger issue back home due to deep-rooted social attitudes and barriers from the Soviet and post-Soviet periods. 

Oliver’s (2018) concept of accessible environments is founded on the social model of disability, which understands disability as the product of societal barriers rather than individual deficiencies. He believes that surroundings should be constructed to accommodate everyone, erasing physical, social, and digital barriers. Physical accessibility encompasses step-free access, ramps, lifts, wide doorways, accessible transportation, and clear signs. Alternative communication forms include Braille, sign language interpreters, subtitles, and easy-to-read documents. Screen readers, voice commands, and adaptive technology should be used in digital places to meet accessibility criteria. Social accessibility also entails shifting attitudes, encouraging inclusion, and assuring equitable chances in school and employment. 

 However, approaches to addressing these issues—installing signs, ramps, and accessible restrooms—frame disability solely as a problem to be 'solved.' “The Question of Access” analyses the social significance of access in modern university life via the lens of Cultural Disability Studies (Titchkosky, 2011). Titchkosky critically investigates how access and accessibility are conceptualised and practiced in society, particularly in the context of disability. The researcher highlights how disability is portrayed in speech, media, literature, and policy, demonstrating how language may include or exclude disabled people. Drawing on phenomenology, she investigates how people perceive disability in society perceptions, emphasising the importance of both physical and symbolic accessibility. Titchkosky also criticises institutions that foster ableist ideas and advocates for a new definition of inclusion that appreciates disabled viewpoints. Her work contributes to Critical Disability Studies by challenging prevailing narratives and informing research in education, policy, and accessibility. I also agree with her that inclusion is something beyond the architecture and design of the property.

Accessibility is completely related to locations, institutions, and social norms that influence what is called "accessible" and how these meanings are produced, frequently marginalising disabled people. Accessibility is more than just a technical or logistical issue; it is a deeply cultural and political concern about whose bodies, viewpoints, and needs are recognised and valued. A critical disability approach views access as an ongoing effort, not a checklist. It is about making society inclusive for everybody. 

Here, I want to challenge traditional approaches to disability and accessibility, advocating for a more inclusive and thoughtful understanding of access as a dynamic and relational process rather than a fixed set of solutions. At first glance, the lack of accessible infrastructure and buildings in my country appears to be the primary reason individuals are confined to their homes. However, a closer examination of Soviet ideology and its approach to an "inclusive society" reveals that accessibility is not merely a physical issue but also a matter of mindset. Soviet Marxist ideology left a lasting impact on post-Soviet societies, shaping attitudes toward inclusion and presenting significant barriers to true inclusivity (Rasell & I︠A︡rskai︠a︡-Smirnova, 2011). Today, building a genuinely inclusive society requires not only improvements in physical infrastructure but also a fundamental shift in societal attitudes toward disability and inclusion.

To sum up,  I think that accessibility is about fairness, inclusivity, and transforming the way society operates. In theory, access implies examining who gets to participate in society and who is excluded. It's not just about making minor modifications; it's about reconsidering how spaces, regulations, and attitudes accommodate or exclude disabled people. Instead of considering access as a special feature, it should be integrated into the foundation of societal design. True access goes beyond this, ensuring that disabled persons may fully participate in jobs, education, social activities, and digital environments. This entails changing attitudes, amending policies, and hearing from disabled people about what actual access looks like. 

References

Oliver, M. (2018). Understanding disability: From theory to practice. London: Bloomsbury publishing.

Rasell, M., & I︠A︡rskai︠a︡-Smirnova, E. (Eds.). (2011). Disability in Eastern Europe and the Former Soviet Union. London: Routledge.

Titchkosky, T. (2011). The Question of Access: Disability, Space, Meaning. Toronto: University of Toronto Press.