There is no one definition of access friction, and it can mean different things depending on the context of its use. In this context, the concept of access friction refers to the conflicting relationship between one or more access needs in the same setting. An example of this can be someone deaf, with hearing loss, or audio processing difficulties listening to the same recording as somebody prone to sensory overload. Chances are, only one or neither individual will be comfortable with the volume of the recording. Access friction is important for teachers to consider because it tends to be present in classroom settings. While one technique may work well for one student, that same method may be very difficult for another student.
Access friction can also describe conflicts between the needs of teachers and students or performers and audience members. For instance, a course instructor might have loose deadlines for assignments which allows students to complete their work when they have time; but, this may lead to that instructor becoming very overwhelmed with grading at the end of each term/semester causing loss of sleep and time for general self care. Similarly, a policy may be put in place to help one aspect of accessibility while unintentionally hindering another. An example of this could be watching a film instead of assigning reading. Some students would have an easier time processing the film, while others may end up wishing they had that time to read instead.
By checking in with students at the beginning of as well as throughout the course, teachers can limit the amount of access friction in their classroom. A great way to do this is via google form before the class even meets for the first time so you can have a read on the accessibility needs of the class before you meet face to face. This allows the instructor to be as prepared as possible and lifts a weight off the students' shoulders to communicate these things to you on the first day. Doing daily check-ins throughout the duration of the class is helpful in allowing students the space and time to voice their accessibility needs for that day.