Adapted from a previous workshop we delivered on Universal Design for Learning, disability justice, and critical access in the context of research, this session considers accessibility in assignment design. Extending accessibility discourses in higher education that relegate accessibility work as beginning and ending with digital objects, or as a series of checkboxes to correct discrete errors, this workshop proposes alternatives that center disability justice and UDL as foundational to instructional design. Bringing together a conceptual overview of Universal Design for Learning, design justice, and critical access, this session will also involve participatory group work and reflection on assignment design. We will also consider how to build communities of practice and sustain this work beyond the individual level. As Library staff, we are aware of many of the ways the library remains inaccessible to students that extends beyond what the former can account for, such as inaccessible building design. Working with instructors to build accessible research assignments from the outset, while remaining open and flexible to feedback that may further improve the ability for a student to succeed on an assignment is crucial for building sustainable curricula.