Fix broken links in contributor_docs/access.md

contributor_docs/access.md

@@ -35,7 +35,7 @@ These are examples of efforts we believe increase access:
 - Following [Web Content Accessibility Guidelines](https://www.w3.org/TR/WCAG21/) in our tools and working towards making it easier for users to follow them in their projects
 - Making p5.js error messages more helpful and supportive to people using the tool (e.g., the [p5.js Friendly Error System (FES)](./friendly_error_system.md))
 - Mentoring and supporting learners of p5.js within communities that are historically excluded from and marginalized in creative coding and the digital arts
-- Hosting community events (e.g., [p5.js Access Day 2022](https://p5js.org/events/p5js-access-day-2022/), [The Web We Want: p5.js x W3C TPAC 2020)](https://medium.com/processing-foundation/p5-js-x-w3c-tpac-bee4c621a053) with access-centered organizing tactics (e.g., ASL interpretation, live captioning, accessible venues)
+- Hosting community events (e.g., [p5.js Access Day 2022](https://p5js.org/events/p5js-access-day-2022), [The Web We Want: p5.js x W3C TPAC 2020)](https://medium.com/processing-foundation/p5-js-x-w3c-tpac-bee4c621a053) with access-centered organizing tactics (e.g., ASL interpretation, live captioning, accessible venues)
 - Supporting the creation of educational resources (e.g., Adekemi Sijuwade-Ukadike’s [A11y Syllabus](http://a11ysyllabus.site/))
 - Publishing documentation and reports of our work that follow WCAG guidelines, use plain language, and focus on beginners from diverse experiences (e.g., [OSACC p5.js Access Report](https://github.com/processing/OSACC-p5.js-Access-Report))
 
@@ -54,5 +54,5 @@ This version of the p5.js Access Statement was revised in collaboration with Eve
 
 [^1]: Crenshaw, Kimberlé (1989). "Demarginalizing the intersection of race and sex: a black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics". University of Chicago Legal Forum. 1989 (1): 139–167. ISSN 0892-5593. Full text at Archive.org.
 [^2]: Capital ‘D’ Deaf refers to people who are culturally Deaf or part of the Deaf community while lower case ‘d’ deaf is an audiological term that can describe people not associated with Deaf identity. 
-[^3]: There are differing preferences between ‘person-first’ vs. ‘identity-first’ language within the disability community. Read [Unpacking the debate over person-first vs. identity-first language in the autism community](https://news.northeastern.edu/2018/07/12/unpacking-the-debate-over-person-first-vs-identity-first-language-in-the-autism-community/) and [I am Disabled: On Identity-First Versus People-First Language](https://thebodyisnotanapology.com/magazine/i-am-disabled-on-identity-first-versus-people-first-language/).
+[^3]: There are differing preferences between ‘person-first’ vs. ‘identity-first’ language within the disability community. Read [Unpacking the debate over person-first vs. identity-first language in the autism community](https://news.northeastern.edu/2018/07/12/unpacking-the-debate-over-person-first-vs-identity-first-language-in-the-autism-community/), [Disability-Affirming Language: Person-First versus Identity-First Language](https://editorstorontoblog.com/2024/02/23/disability-affirming-language-person-first-versus-identity-first-language/), and [Person-First and Identity-First Language Glossary](https://ogs.ny.gov/system/files/documents/2024/02/person-first-and-identity-first-glossary_english_final.pdf).
 [^4]: Linguistic Imperialism, or Language Imperialism, refers to the ongoing domination/prioritization/imposition of certain languages such as English at the expense of native languages due to imperial expansion and globalization.