In teaching digital artmaking in a public high school, a regular challenge faced by students and teachers is overcoming the ways that the software and hardware systems in the lab often fail to accommodate the learning needs of all students. The perceived immutability and infallibility of digital systems and the resultant tendencies of self-blame and lack of agency felt when those systems fail to accommodate all users potentially lead to the disabling and misfitting of students whose bodies are not considered in the design of those systems. One-size-fits-all solutions are inadequate and individualized while single-purpose accessibility technologies can be expensive, limited, and stigmatizing. Teachers who are General Purpose Users who foster students to become General Purpose Users, may help mitigate technology's disabling qualities and activate its potential for forgiving, empowering creative practice. By putting the values of versatility and facility with technology into practice, teachers will be equipped to provide as accessible a digital creative environment as possible.