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This special issue asks us to refl ect on the transformative potential of disability studies to reimagine technical and professional communication (TPC). Informing this special issue is the notion that disability "enables insight---critical, experiential, cognitive, sensory, and pedagogical insight" (Brueggemann, 2002, p. 795). Rather than consider questions of access from the margins---e.g. after we receive a letter of accommodation from a student, when we need to satisfy a legal mandate, or when we turn to our organization's web accessibility checklist---disability studies places disability and difference at the center of our practices and pedagogies (p. 814).

Zdenek experiments with "novel forms of audiovisual accessibility. Enhanced captioning (also called kinetic, embodied, integral, dynamic, and animated captioning) offers radical alternatives to the taken-for-granted landscape of captioning and sonic accessibility.

This paper explores the growing popularity of animated software agents as a rapidly evolving technology for supporting website users and particularly the tendency among designers to figure them as young women. While designers claim that animated/personified interfaces are more intuitive and natural than the traditional point-and-click interfaces that users encounter, this paper aims to show how virtual humans can enact familiar scripts about women's work, circumscribe the range of possible roles and personalities for women, invoke service to others as the primary context for women's work, and objectify women through a not-so-subtle process of linking technology-as-tool to the idea that women are tools, fetishized instruments to be used in the service of accomplishing users' goals. In conclusion, this study develops our field's tools for critiquing technical communication texts and interfaces by focusing attention on the implications of how technologies for interacting with website users are designed.