Abstract

This article presents survey data from a study on trends in technical and professional editing that focuses specifically on inclusive and accessible editing practices in the workplace and in the classroom. Scholarship focusing on inclusive communication and design practices is growing, but the role of technical and professional editing, though not excluded, remains underdeveloped. Frameworks for developing and maintaining editorial guidance must be designed to more explicitly incorporate concerns for accessible and inclusive content. Although editing instructors and researchers often look to the industry for such answers, this is an opportunity for them to take the lead.