Tech Notes
Ralph Waldo Emerson once said, "We must be as courteous to a person as we are to a picture, which we are willing to give the advantage of a good light."
At this year’s Teach Access Student Academy, I was honored to overhear a conversation between Haben Girma and Lainey Feingold that left a lasting impression. They spoke about the powerful impact of “calling people in” instead of “calling them out” when they make mistakes in accessibility. One example they gave was when someone printed visual braille without making it tactile, a significant oversight, but also an opportunity for elucidation rather than embarrassment.
Their exchange inspired me to reflect on how we respond not only to accessibility mistakes but also to any time we approach our differences or unfamiliar and sensitive topics. When we choose to call people in, we create a safe space for learning and foster a culture of growth within our communities. Calling people in grants us and others grace. It transforms mistakes into learning moments, creating bridges, even if there are guardrails.
In this post, we’ll explore why calling people in is not only a more empathetic approach but also more effective, how to practice it when discussing accessibility, and how these principles apply to broader conversations in our community spaces.
Why Calling “IN” Works Better
In accessibility, it’s easy to feel frustrated when preventable barriers continue to crop up. Calling others out often involves publicly highlighting these mistakes, sometimes with a tone of indignation. While it can feel justified in the moment, it rarely leads to resonant or lasting change. It may instead provoke defensiveness, discouragement, or disengagement.
Many people want to do the right thing but may lack the knowledge or experience to do so when starting out. “Calling in” shifts the focus from blame to impact. It encourages active listening, participation, and interpersonal growth. It’s about accountability peppered with kindness and offering feedback with clarity and care.
The example of visual braille illustrates this perfectly: even though it was well-intentioned, it doesn’t successfully meet the needs of those who are blind since it can’t be perceived. While this was a major misstep, framing the conversation around its impact creates space for meaningful dialogue. This approach is particularly powerful in accessibility because many of us are already invested in creating inclusive experiences. By calling others in, we create an environment where others can ask questions, absorb feedback, and apply changes without fearing backlash. This strategy transforms accessibility into a shared responsibility rather than a punitive process.
The same principle can be applied more broadly to conversations about value systems, inclusion, and access needs. Calling people in assumes others are capable of growth rather than irreversibly ignorant or ill-intentioned. This shift not only strengthens our relationships but also makes a message more likely to resonate.
Calling people in doesn’t mean excusing harm, but it does mean believing people can evolve. It gives us a chance to build something better, whether that’s a page within a website or a relationship within a community.
Calling People “IN” on Accessibility: Practical Tips
So, how can we practice calling people in instead of calling them out? Here are a few strategies:
Assume Positive Intent
Most people don’t set out to create barriers. They simply don’t know what they don’t know. Approaching conversations with curiosity rather than criticism opens the door for collaboration.
For example, rather than saying, “This alt text needs work. Do better,” try, “Hey, I noticed this alt text doesn't quite capture what’s most important about the image. What is the context of the surrounding information?”
This phrasing encourages constructive discussion, reinforcing that you see the person as someone willing and able to improve their approach.
Focus on Impact, Not Shame
Calling in highlights the real-world effects of someone’s actions without making it a personal attack.
For instance, instead of, “It’s obvious this header is barely visible against the background. Way to drop the ball,” try, “Without proper contrast, those with low vision or in low vision contexts might miss out on important information. Can I show you how to check it?”
This shift in tone makes it easier for the person to engage and improve on things rather than resist or reject the feedback.
Offer Resources and Support
When someone misses the mark, they might not know how to adjust their approach. Instead of pointing out a problem, offer a pathway toward progress.
Consider saying, “I’ve got a great guide on creating accessible PDFs. I’d be happy to share.”
This reinforces that accessibility is a learning process for all of us, not a pass-or-fail exam.
Calling People “IN:” Beyond Accessibility
The principles of calling people in aren’t just accessibility best practices. They are life skills. When we cultivate these skills, we can strengthen our communities by beginning at the interpersonal level.
Invisible Disabilities
Nearly eighty percent of disabilities are invisible, and those who struggle silently often must translate their limitations and access needs to those around them. From the challenges of aging to neurodivergence to chronic illness, there is a lot of room for misunderstanding. Others may dismiss struggles they can’t see or relate to firsthand, and those closest to us are no exception.
Instead of, “You always minimize my condition. It’s so exhausting,” try, “I know it’s hard to understand because you can’t see it, but my energy levels fluctuate a lot. Can we talk about this?”
This approach dissuades others from feeling regretful or becoming dismissive, making it more likely that they will engage.
Differing Values
Calling in is just as valuable when navigating friendships and family relationships where our personal values may differ. Whether it’s politics, ethics, or personal boundaries, conversations can become battles of right versus wrong instead of opportunities for mutual understanding.
Instead of, “I can’t believe you think that way,” try, “I’d like to understand where you’re coming from. My experience has led me to a different perspective. Can we explore this?”
This invites conversation instead of combat, allowing all parties to feel heard and valued even when they disagree.
Building a Culture of INclusion
Let’s be honest: calling people in takes patience. That said, the long-term rewards outweigh the short-term effort, and the payoff can be powerful. At its core, calling people in is about fostering a culture where mistakes are stepping stones, not stumbling blocks. It’s about holding people accountable in a way that is constructive, not condemning. Whether we are discussing alt text, contrast, or critical conversations about identity and equity, we are not just correcting someone. We are inviting them into a movement toward a world that is more accessible, inclusive, and just.
By calling others in, we create the potential to plant seeds that shift paradigms and further advance our efforts in the field of accessibility, sometimes simply by offering others the “advantage of a good light.”
About the Author
Kristen Reed is a Teach Access Student Ambassador and Student Academy alum, currently interning with AFB’s Talent Lab. A late-diagnosed Autist and psychology student at Western Governors University with a foundation in digital design and web development best practices, Kristen aspires to embed accessibility into the early phases of design and development through inclusive user research. They’re passionate about advocacy and building digital spaces that work for everyone.
About AFB Talent Lab
The AFB Talent Lab aims to meet the accessibility needs of the tech industry – and millions of people living with disabilities – through a unique combination of hands-on training, mentorship, and consulting services created and developed by our own digital inclusion experts. To learn more about our internship and apprenticeship programs or our client services, please visit our website at www.afb.org/talentlab.
