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.