The HCI research community has witnessed a growing body of research on accessibility and disability driven by efforts to improve access. Yet, the concept of access reveals its limitations when examined within broader ableist structures. Drawing on an autoethnographic method, this study shares the co-first author Zhang's experiences at two higher-education institutions in China, including a specialized program exclusively for blind and low-vision students and a mainstream university where he was the first blind student admitted. Our analysis revealed tensions around access in both institutions: they either marginalized blind students within society at large or imposed pressures to conform to sighted norms. Both institutions were further constrained by systemic issues, including limited accessible resources, pervasive ableist cultures, and the lack of formalized policies. In response to these tensions, we conceptualize access as a contradictory construct and argue for understanding accessibility as an ongoing, exploratory practice within ableist structures.

翻译：人机交互研究界见证了由提升可及性努力所驱动的、关于可及性与残障的研究日益增多。然而，当置于更广泛的残障主义结构中进行审视时，可及性这一概念显露出其局限性。本研究采用自传式民族志方法，分享了共同第一作者张在中国两所高等教育机构的经历：一所是专为盲人和低视力学生设立的特殊项目，另一所是主流大学，他是该校录取的首位盲人学生。我们的分析揭示了两所机构中围绕可及性存在的张力：它们要么将盲人学生边缘化于更广泛的社会之中，要么迫使其遵从明眼人的规范。两所机构还进一步受到系统性问题的制约，包括有限的可及性资源、普遍存在的残障主义文化以及缺乏正式的政策。针对这些张力，我们将可及性概念化为一个矛盾的结构，并主张将可及性理解为在残障主义结构中进行的一种持续的、探索性的实践。