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Welcome Editorial
No full textWelcome to Including Disability: A Journal Addressing A Very Long-term Proble
Ableist language in the web accessibility case of Robles v. Domino’s Pizza LLC: When “everyone” doesn’t include people with disabilities
No full textLasting nearly six years, one of the most well-known legal cases related to web accessibility has been Robles v Domino’s Pizza LLC. In the Robles case, a blind man sued Domino’s Pizza, asking Domino\u27s to make their website and mobile app accessible for users with disabilities. Rather than make their website and mobile app accessible and realize the consumer potential of people with disabilities who like to eat pizza, Domino’s Pizza has repeatedly fought in court the assertion that Blind people should be able to order pizzas online and through the Domino’s mobile app, and even tried to go to the U.S. Supreme Court to have them remove the rights of people with disabilities to have access to websites. The briefs filed by Domino’s Pizza in this case are striking in their use of ableist assumptions and language. For instance, in their petition for a writ of certiorari to the U.S. Supreme Court, Domino’s Pizza used the following language, that Robles: “threatens the availability of online content for everyone” ignoring the fact that in their use of the word, “everyone” doesn’t include people with disabilities. If a website or web content isn’t accessible for people with disabilities, then “everyone” does not have access. This paper will discuss the use of ableist language and actions in the court filings of Domino’s Pizza, in the Robles v Domino’s Pizza Inc case
Naming Disability and Why It Matters
No full textEditorial from Including Disability journal editors for Issue 2
Including (My) Disability
No full textThe first installment of the Including (My) Disability special feature from the editorial board of Including Disability. 
Leadership in Education During COVID-19: Learning and Growing Through a Crisis
No full textThis article explores themes resulting from a group autoethnography conducted during the COVID-19 pandemic. As participants, we are education graduate students and a professor working in both formal and informal leadership roles. We met twice a week to reflect on our present experiences implementing and leading distance education during the COVID-19 pandemic and to use these reflections to (re) imagine the future alignment of technology and education. Our self-reflexive discussions uncovered common experiential themes around educator agency, technology-induced anxiety, and leadership agency. We highlight our own growth through reflection, and we suggest important leadership qualities during times of pandemics that will raise the level of motivation and engagement of school communities and have the potential to create a stronger individual and institutional sense of agency and resiliency during a time of crisis
The Disability Tax and the Accessibility Tax: The Extra Intellectual, Emotional, and Technological Labor and Financial Expenditures Required of Disabled People in a World Gone Wrong…and Mostly Online
No full textThis paper navigates the impacts of the novel coronavirus pandemic (COVID-19) on the disability community. In particular, how shifting resources within workplaces and educational institutions change the expectations imposed on disabled employees and students
Naming Chronic Illness: Diagnosis and Disability
No full textThe purpose of this essay is to explore my experiences with naming my chronic illnesses (Crohn’s disease and rheumatoid arthritis) in two ways: getting a diagnosis and eventually naming them as a disability. These two naming processes were very different and had unique consequences for the way that I perceived myself and my experiences. My diagnosis was clear but left me feeling ashamed and isolated, while the process of naming disability is complex, ever-changing, and has given me a sense of community and belonging. I explore the value and shortcomings of both naming processes, as well as others’ perceptions of these names and their beliefs about which I should embrace. I attempt to better understand the relationship between the medical and social models of disability and explore the complexities of naming in the context of difficult and painful experiences while appreciating the positive aspects of my experience with chronic illness and disability. In writing this essay, I hope to better understand my own experience while providing a narrative to add to the vast number of unique experiences of the chronic illness and disability community
Apples
No full textThis piece is a picture of an engraving on the Spirit of Women Park located outside at the center of The Ohio State University Medical Center, followed by a creative nonfiction piece. Both the visual and text illustrate the ways that disability and place intersect with family through naming (including: diagnosis, colloquialisms, and importantly, family names). Taking a feminist stance, this personal depiction focuses on the ways that names have meaning through generations and families, especially in a setting where language often revolves around cure. Influenced by the work of Eli Clare, this piece brings into the forefront the way families are both challenged by and challenge hospital systems, as names are reclaimed, given, and identified both within the family, and within the Spirit of Women Park. In particular, disability identification is reclaimed.  
A Case for Feedback Literacy: Commentary on Student Perceptions of an Online Ungraded Course
No full textCritical review of a published work
How To Get A Story Wrong: Technoableism, Simulation, and Cyborg Resistance
No full textHow To Get A Story Wrong: Technoableism, Simulation, and Cyborg Resistance
Ashley Shew (she/her), Virginia Tec