The March 2018 special issue of Business and Professional Communication Quarterly (BPCQ), “Enabling Workplaces, Classrooms, and Pedagogies: Bringing Disability Theory and Accessibility to Business and Professional Communication,” can provide a crash course on disability and accessibility theory. The issue is chock full of creative and constructive ideas for designing business and professional communication assignments and courses that embrace accessibility while enriching the diversity of our core curriculum and offering students sophisticated insights into the complexities of accessibility in workplace communication. The special issue left off with a fieldwork-based scholarly article about the rhetorical experiences of people who are blind and visually impaired. The author used rhetorical theory of commonplaces to analyze participant accounts of workplace interactions, revealing how what the author has termed “normative workplace commonplaces” shape interactions with disabled workers, structuring claims about work and working bodies. In the current issue, we focus on research in the workplace with three additional models for what can be done to advance knowledge about accessibility and disability in the context of business and professional communication. These three articles in a feature topic focus on research in the United States, but we believe the methods employed will be useful for scholars in other countries. Our feature topic begins with an overview of the disability and accessibility laws that govern the information economy of websites in the United States. The scholarly thrust of this article is on the interpretation of these laws by U.S. courts during the past quarter of a century. The authors demonstrate how the judicial decisions of this period have consistently kept the language of these disability laws fluid through competing definitions of key legal terms and by limiting the scope and applicability of these laws to the whole domain of online information, particularly in the commercial and education sectors of interest to disabled users. The article also highlights the gap that exists between the ethical standards and principles of equal access to online information and interaction and the legal environment in the United States that is supposed to support

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工作场所的残疾和无障碍：商业和专业交流的一些例子和研究议程

2018 年 3 月的商业和专业交流季刊 (BPCQ) 特刊“启用工作场所、课堂和教学法：将残疾理论和可访问性引入商业和专业交流”，可以提供有关残疾和可访问性理论的速成课程。这个问题充满了创造性和建设性的想法，用于设计商业和专业交流任务和课程，这些课程包含可访问性，同时丰富了我们核心课程的多样性，并为学生提供了对工作场所交流中可访问性复杂性的复杂见解。本期特刊以一篇基于实地考察的学术文章结束，内容涉及盲人和视障人士的修辞经历。作者使用平凡的修辞理论来分析工作场所互动的参与者描述，揭示了作者所说的“规范的工作场所平凡”如何塑造与残疾工人的互动，构建关于工作和工作机构的主张。在本期中，我们专注于工作场所的研究，并提供了三个额外的模型，用于在商业和专业交流的背景下推进有关无障碍和残疾的知识。专题专题中的这三篇文章侧重于美国的研究，但我们相信所采用的方法将对其他国家的学者有用。我们的专题首先概述了管辖美国网站信息经济的残疾和可访问性法律。本文的学术主旨是美国法院在过去 25 年间对这些法律的解释。作者展示了这一时期的司法判决如何通过关键法律术语的竞争定义以及将这些法律的范围和适用性限制在整个在线信息领域，特别是在商业和残疾用户感兴趣的教育部门。该文章还强调了平等获取在线信息和互动的道德标准和原则与本应支持的美国法律环境之间存在的差距。作者展示了这一时期的司法判决如何通过关键法律术语的竞争定义以及将这些法律的范围和适用性限制在整个在线信息领域，特别是在商业和残疾用户感兴趣的教育部门。该文章还强调了平等获取在线信息和互动的道德标准和原则与本应支持的美国法律环境之间存在的差距。作者展示了这一时期的司法判决如何通过关键法律术语的竞争定义以及将这些法律的范围和适用性限制在整个在线信息领域，特别是在商业和残疾用户感兴趣的教育部门。该文章还强调了平等获取在线信息和互动的道德标准和原则与本应支持的美国法律环境之间存在的差距。特别是在残疾用户感兴趣的商业和教育部门。该文章还强调了平等获取在线信息和互动的道德标准和原则与本应支持的美国法律环境之间存在的差距。特别是在残疾用户感兴趣的商业和教育部门。该文章还强调了平等获取在线信息和互动的道德标准和原则与本应支持的美国法律环境之间存在的差距。