This article investigates how normative attitudes about work construct barriers to workers who are blind and visually impaired. The researcher collected narratives about rhetorical experiences from blind and visually impaired participants in the United States and analyzed accounts of these workplace interactions to identify rhetorical commonplaces that drive arguments about work. These commonplaces reveal the ableist assumptions that construct access barriers and constrain rhetorical possibilities for disabled workers' self-advocacy. The author proposes that business and professional communication students and practitioners should engage in collaborative approaches to flexible thinking and leadership necessary for reimagining work in ways that promote accessibility.Lisa is a former kindergarten teacher from the United States who is visually impaired. When her visual impairment made it difficult for her to see students raising their hands to be called on, she taught students how to participate in turn-taking conversation. While Lisa's young students recognized the value of her adaptive strategy, her employer did not. Lisa recalled that one employer said, "You don't have control of the classroom because they're not raising their hands." In contrast, a subsequent employer, who viewed the same adaptive strategy as valuable, said, "That's brilliant because it's teaching them how to have conversation rather than dictating!" Lisa's example begs
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