A hallmark of business and professional communication is an emphasis on pragmatic

but theoretically grounded work. Thus, business and professional communication

scholars are ideally suited to turn the theories found in disability studies into

practice. In this article, I do just that by creating a theory—orienting access—that

draws on concepts from disability studies. Orienting access calls for business and

professional communication faculty to consider alternate pedagogies to ensure that

our classrooms are truly accessible to all students. It also models the behaviors to

teach how to design and create information that is accessible for all audiences.