The focus of this issue is ableism and accessibility. Its contributors interrogate the current state of accessibility within Open, Flexible, and Distance Learning, arguing that the sector grapples with "academic ableism" that privileges normative body-minds. Moving beyond legal retrofitting, it highlights frameworks rooted in epistemic justice and critical disability studies. Together, they offer contributions on Open Educational Resources, Design Thinking, and Ubuntu-based co-creation, collectively proposing a reframing of accessibility as a relational and structural imperative that covers a range of issues impacting all of education but posing particular challenges for open, flexible, and distance education providers.