Things are Starting to Click...Culminating Thoughts Regarding the Voice Project

     Things are starting to click for me as a result of The Voice Project and our classroom discussions about student development theory.  The thing that I understand most is that students are unique.  That being said, they have multiple identities.  As a result, they have various needs.  Our job as a student affairs practitioner is not to assume what students need.  Rather, I think it is to engage in discussions with students that allow students to share the way that they are making meaning of their world.  These discussions will allow us to apply student development theory to our work with students and give meaning and purpose to the interactions.  In doing so, we will be able to challenge and support students to further grow and develop.  Prior to the voice project, I did not give much thought to the uniqueness of students and had no idea that there were so many theories that could be applied to practice.  The Voice Project has allowed me to see how gender, age, social class, ethnicity, sexual orientation, disability, and race help to define how we draw meaning in our lives.  In addition, realizing that these identities do not operate separately from one another has been significant.  I look forward to working one-on-one with students and actually having the opportunity to apply student development theory to my interactions with students as an academic advisor.  As this project wraps up, I see the importance of staying up-to-date on the use of theory to inform practice.   At the same time, I see how theory provides rationale for why we do what we do when working with students.  

Understanding Communication Preferences of College Students With Visual Disabilities

Journal Article Review

     According to the article, increased enrollment of college students with disabilities brings about concerns regarding appropriate communication. Faculty and administrators often lack knowledge and make false assumptions when working with students with visual disabilities. The article explained the results of a qualitative study that was done to determine the preferences in communication styles and techniques of students with visual disabilities in their interactions with others within the higher education setting. The results of 35 interviews indicated respect for others, comfort during interactions, and awareness of disability issues were key factors leading to effective communication between persons with and without visual disabilities.
     According to the U.S. Department of Education National Center for Educational Statistics, 11% of U.S. college students have documented disabilities- 3.8% of those have visual disabilities.  The Americans With Disabilities Act of 1990 was amended in 2008 to broaden its scope, and defines a disability as a physical or mental impairment that limits a major life activity.  This legislation provides for an equal opportunity for people with disabilities to contribute to and participate in society, which includes pursuing a degree in higher education. 
     Students with disabilities are often stereotyped by others without disabilities.  Attitudes of both students and faculty who do not have a disability can impact how they communicate with students with disabilities.  The study found that the onset of one's visual impairment can have an affect on students' acceptance of the disability.  Those who were blind from birth were at various stages of acceptance from wanting to hide their disability to completely accepting that their visual impairment is part of who they are.  Of the respondents who became blind later in life, most described a sense of loss, but felt that their previous sight helped them to communicate. 
     The desire to be respected was a commonality that came up in all of the student interviews.  Students were quoted as saying things like, "Treat me like you want to be treated" and "Don't be offended if I say I don't want help."  Students also mentioned the false assumptions that often surface in their comments like "I don't need a wheelchair just because I am blind" or "You don't need to talk loader to me.  I am blind not deaf." 
     Every respondent in the study shared a concern for making others feel comfortable during interactions with them.  The persons with visual disabilities tend to take on the role of "breaking the ice" in order to help set a comfortable tone when talking with individuals with sight.  The students mentioned the importance of humor.  Laughing at themselves, making light of their visual disabilities, bringing attention to themselves as human beings rather than persons with disabilities were common communication techniques mentioned by the participants of the study.  Participants also mentioned that they wished people would identify themselves when first approaching someone with a visual impairment. 
     Respondents of the study unanimously agreed that disability awareness training would be beneficial to most people in order to communicate more effectively with students with disabilities.  Some even felt that it should be required by all faculty and staff.  Students with visual impairments felt that this type of training might help to eliminate the false assumption people have of students with visual disabilities.

     I found it interesting that the article mentioned that until recently, most research on the communication behavior of individuals with disabilities was from the perspectives of persons without disabilities, their reactions to persons with disabilities , and their suggestions as to what person with disabilities can do during the communication process to make persons without disabilities more comfortable.  It made me think about the class discussion we had about student development theories and how they initially focused on the research of males, because males were seen as the dominant group.  This article was interesting and the student I had the opportunity to meet touched on many of these points in terms of communication.  He specifically mentioned how he uses humor to lighten up the mood when talking with people who are not visually impaired.  In addition, I agree with the idea of requiring diversity training for faculty and staff. 

Karen A. Myers & Joni J. Bastian. (2010). Understanding communication preferences of college students with visual disabilities. Journal of College Student Development 51, 265-278.

Cognitive-Structural Theories

HOW DO I MAKE DECISIONS ABOUT WHAT IS
TRUE, CORRECT, AND RIGHT?    

     This is the critical question when it comes to cognitive-structural theories.  These theories deal with issues or concerns that do not have a clear right or wrong answer.  In addition, the emphasis is on the way people think about what is true, correct, and right, not necessarily what they think.  The movement through cognitive-structural models is sequential and hierarchical, meaning that the structure of thinking becomes increasingly more complex.  I decided to further explore how being a white male, with visual impairments might impact an individual's intellectual development.  The student that I talked to via phone mentioned that it was difficult for him to leave home, but that he knew it was time to go away from being under the direct care of his parents and biggest advocates.  I wonder if students with visual impairments are slower to move away from the early stages of cognitive development?  At this early stage, individuals rely on authority figures as a primary source of knowledge and see things as either right or wrong.  They also consider knowledge something that is received from others and not created or constructed by self.  As a student who is visually impaired, I wonder if you tend to rely more on authority figures such as your parents or if, instead, you look to break away from them and begin to seek knowledge from peers sooner than your peers who are not visually impaired?  Because students with visual impairments realize that they have their own unique needs, I tend to think that they may be more complex thinkers, considering others' opinions, but also expressing confidence in their own opinions and the need to support their ideas with evidence.       
     Thinking back to my phone conversation, the student with visual impairments seemed to be in a stage of relativism, where he was able to articulate his values and supported his thoughts and opinions.  What is difficult to determine is how much his disability plays a role in his cognitive development.  I think the degree to which a disability, such as a visual impairment, impacts intellectual development depends upon the individual.  What I glean from this is the importance of considering all aspects of a person's identity.  A white male student with a visual impairment is not just white, only male or simply visually impaired.  He is all of these things intertwined.  When looking at how a person makes decisions about what is true, correct, and right, he or she will likely share how they come to such decisions, thus giving insight into what aspects of their identity are influencing their cognitive development.

Colleges Discriminate Against the Blind With Google Apps, Advocates Say

Article Overview & My Reaction to the Article From the Chronicle of Higher Education
     Colleges are impressed by Google's free e-mail and word-processing services, but blind students and faculty have found them to be inaccessible.  In March of this year, a civil-rights complaint was filed against New York University and Northwestern University, both of which recently began using the free software services known as Google Apps for Education.  The National Federation of the Blind has asked the Justice Department to investigate both universities for discrimination that violates the Americans With Disabilities Act. 
     The advocacy group, in a series of online videos, shares the problems that occur when blind users access Google's products with assistive software that reads web pages aloud.  For example, Gmail lacks clear labels to alert users to the type of information that they should put in each text field, like the message’s subject or the recipient’s e-mail address
     Inaccessible learning materials continue to present a problem in higher education.  Google told the Associated Press that they had a productive conversation with Marc Maurer, president of the National Federation of the Blind.  Alan Eustace, Google’s senior vice president for engineering and research, said that the meeting convened with Google's commitment to improving their products, but did not further elaborate on the details. 
     The accessibility issue comes at the same time that Google has been trying to push even deeper into the academic arena by recently launching an education-focused section of its Google Apps Marketplace
     The article mentioned that nearly 60% of colleges use outside vendors for their student e-mail. 
Nearly 60 percent of colleges turn to outside companies for their student e-mail, and Google and Microsoft are the leading providers, with more than half of colleges using Google and slightly more than 40 percent of colleges that outsource choosing Microsoft. 
     I initially found it interesting that schools would continue to contract with Google knowing that the product is inaccessible to students with visual impairments and then I wondered if schools ever just simply turn their heads to issues like this and wait until they surface as a public problem.  Because such a small percentage of students on college campuses are visually impaired, is it possible that the problem gets pushed aside until a student or advocacy group similar to the one described in the article files a complaint and raises public awareness of the issue?  How do matters like this affect a student like Drake?  Does a white male with visual impairments advocate for his rights in the face of discrimination or does he prefer to sit back and wait patiently?  It has to be frustrating for something to be inaccessible when every other college student on campus has access to the same thing with no issues or problems.  This article highlights only one small issue of accessibility on a college campus, but it makes me wonder just how many times a day or week a student with visual impairments encounters frustration with accessibility.  I wonder what Google's plans are for dealing with the accessibility of the free e-mail and word-processing services.  How quickly will they be able to fix or address the issue?

Parry, M. (2011, March 15). Colleges discriminate against the blind with Google apps, advocates say. The Chronicle of Higher Education, Retrieved from http://chronicle.com

FarView Portable Video Magnifier...Cool Technology

     In my conversation with "David", the white male student with visual impairments, he mentioned how much he enjoys showing others his cool technology.  One of the items he said that the Ohio Burea of Services for the Visually Impaired (BSVI) helped him acquire was a FarView Distance Viewer.  He explained that these magnifiers can easiy cost around $1,500 and he was able to receive one at no cost through the BSVI.  It allows people with visual impairments to see things better at a distance and close-up.  The best part is that the magnifier is lightweight and compact, making it ideal to take with you anywhere.  Becaues it looks similar to a digital camera, it doesn't draw as much attention when using it in public.  For a college student, the viewer is ideal for magnifying images on the board or screen in a classroom for real-time viewing.  It also allows students to save an image of the screen or board for later use when studying.  The viewer also allows you to read street signs and menus more easily in fast food restaurants.  The magnifier also allows you to enlarge an image up to 42 times its original size.  Another bonus is that the viewer can be connected to one's personal computer to read images in a larger screen and share images with friends.

A Special Phone Call

 

    Today I made a special phone call to white, male student with visual impairments.  I received his name from the practitioner I met with from the Office of Disability Services.  While I was hoping to meet "David" face-to-face he is off campus living back in his hometown near Dayton, Ohio for the summer.  "David" is a junior majoring in history.  He is in the Honors program and serves as captain on the BGSU mock trial team.  His vision is 20/400 with correction (glasses) and he is considered legally blind.  He shared with me that most of his vision problems stem from oculocoeataneous albinism, meaning he has a lack of pigment that has resulted in pale skin, white hair, and a visual impairment.  "David" shared with me that as a teenager he always knew he wanted to pursue a college degree.  During his senior year of high school, "David' was initially considering attending Wright State University, which he said is located near his hometown and has a great disability service reputation.  Interestingly, he said that those are the two reasons why he decided not to attend Wright State.  He said he felt it was time to move away from home and he did not want his disability to dictate his college choice.  Bowling Green, he said, had a great mock trial team, was in the state of Ohio, and he could get a scholarship.  He went on to share how welcoming the admissions staff were when he came to BG for a campus tour.  The day he toured the campus, he also met with a representative from the Office of Disability Services.  He said he felt that they would help him to obtain the things he needed for his courses (i.e. getting reading materials in large print and providing a place for me to take my exams).  Brian went on to share that he loves history and decided to make that his major.  He added that for someone who is blind, history is actually a poor choice for a major because there is so much more reading required compared to other majors.  Nonetheless, he said he wanted to challenge himself to pursue something he loved.  Next, "David" shared what he was anxious about when he made the transition from high school to college.  He said he was involved in so many extra-curricular activities in high school and with his college workload he would likely have to be more selective about what he said "yes" to.   He also knew the layout of his high school so well and was intimidated by coming to campus that was completely new to him.  He was worried about finding his way around.  He said he has a horrible sense of direction and he is terrible at memorizing landmarks.  He said his method of orienting himself to a new area usually involves getting lost and trying to figure out where he is.  He went on to mention that he receives services from the Ohio Bureau for the Services of the Visually Impaired (BSVI).  I mentioned this organization in the blog post previous to this one.  The BSVI set "David" up with a mobility instructor who took him around campus before classes started his first semester.  Since his first semester at BG, he said he has gotten very comfortable getting to and from his classes and other locations on campus.  "David" explained that he also uses a monocular.  He explained that it is very similar to binoculars, but there is just one lens.  He went on to explain that he does not like some buildings on campus because of the location where they place the room numbers.  Because he is near sided, buildings where the room numbers are located above the door are very difficult for him to see.  To use his monocular he has to remove both sets of glasses- a standard pair that he uses for walking around and a second pair that block out 90% of the light because he is extremely light sensitive.  Initially, "David" said he was also nervous about making new friends at BG.  None of his close friends from high school were planning to attend BGtv shows and movies.  David said that he is often asked about dating.  He would like to date at some point, but right now he said there is no time for dating because going to class and staying up-to-date on his school work takes up so much of his time.  In the future, "David's" goal is to go to law school.  I asked "David" to share some of the common questions, myths or stereotypes that he hears from others regarding someone like him who has a visual impairment. He told me that the most difficult question for him to answer is "How well can you see?" He explained that he has nothing else to compare it to because he this is the way his vision has always been. He asked me how I would answer the question and I told him I didn't have a way to explain that either. In addition, he said that he is often asked if he could undergo surgery to correct his vision problem. This answer surprised me, but at the same time it made me realize "David's" level of maturity. He said, "If there was a surgery to correct my vision I'm pretty certain I would never explore it because being visually impaired is part of my identity. It is part of who I am." He went on to say, "I have been afforded opportunities to meet some amazing people that I would have never met had I not been visually impaired." He said that it is hard for him to see other students who want to hide their disability in hopes that others will not notice it or question it. 
     Having the opportunity to talk with "David" directly really expanded my view of the life of a white male with visual impairments.  He was so transparent with me and willing to answer my many questions.  Even though my voice project will be completed when "David" returns to BG for fall semester, we have plans to meet face-to-face so that I can buy him lunch to thank him for his willingness to talk with me.  I can't wait for that day.  I am so thankful for the opportunity to talk with him.  In so many ways, I realize that he is like any other college student.  And what struck me about "David" is how comfortable he is with who he is and how he has to manage as a student with visual impairments.  His desire is not to change that, rather to succeed and pursue his goals despite his challenges. 

Ohio Rehabilitation Services Commission (RSC) & the Bureau of Services for the Visually Impaired (BSVI)

     One of the resources that a practitioner working with students with visual impairments encouraged me to check out was the Ohio Rehabilitation Services Commission's Bureau of Services for the Visually Impaired (BSVI).  The Ohio Rehabilitation Commission Services Commission (RSC), assists people with all types of disabilities to become employed.  The BSVI is committed to helping people with low vision or blindness succeed in the workforce.  The BSVI has offices around the state that employ counselors who assist individuals like Drake with identifying jobs that are a good match for one's skills, interest, and aptitude.  BSVI assistance may also include adaptive devices, computer technology, and job training.  Services through the BSVI are personalized based on one's individual needs, goals, and choices.  Basically the BSVI is exists to provide individuals with visual impairments anything that will help them get and keep a job.  To me, it almost seems like a career services office for students with visual impairments.  Staff assist students like Drake with developing a career plan, preparing for interviews, locating job openings, developing skills for independence, etc. 

     You do not need to be totally blind to qualify for services through the BSVI and there is no age restriction.  BSVI helps people with limited vision obtain special lenses or filters, magnifying devices, or instruction on how to adapt to their environment.  You can refer yourself to the program or be referred by someone like a teacher or a doctor.  The best part is that counseling and most of the other services offered are free. 

     I look forward to meeting a student like Drake and asking them whether or not they have used the services of the BSVI office.  It was encouraging to read in the marketing materials I received about the BSVI some of the personal testimonials from individuals whose lives have been positively impacted by the services offered through the BSVI. 

http://rsc.ohio.gov/bvrbsvi/bsvi/default.aspx

Willing to View Life From Another Person's Shoes

     I sense that something is changing inside of me.  And the change isn't only related to learning about students like Drake who are visually impaired.  As a result of the voice project I am becoming more aware of the words that come out of my mouth about others.  I am more tuned in to catching myself making assumptions about others and I am more aware when I hear others making assumptions, too.  It's like I've always viewed life from my own shoes and now I'm viewing life from the perspective of many other shoes.  This weekend an acquaintance of mine shared a story about buying a dresser from someone off Craig's List.  She said that she went to pick up the dresser and two guys helped her load the dresser.  She explained the details of the transaction and told me that the two guys were gay.  I immediately wondered why she felt the need to tell me that the two guys were gay.  That didn't have anything to do with her purchasing the dresser.  She must have seen the puzzled look on my face as I was questioning in my mind why she shared this because she quickly went on to explain that she doesn't have anything against gay guys.  She said she even has a few friends who are gay.  Because she was only an acquaintance I didn't press her any further, but I've thought about the situation several times since it happened.  I wonder how many times I've said something similar to what she said.  My awareness of others and their identity is definitely heightened as a result of the voice project.  I guess I was expecting to have a heightened awareness for students like Drake, but I didn't know that it would necessarily spill over into other areas.  The interaction I described above made me think more about my own privilege as a white, Christian female.  It bothers me that in the past I have been a person that is so quick to make assumptions.  What I am learning is impacting me and I know that I am changing in positive ways as a result of what I'm learning.  I'm beginning to feel the urge to educate others and make them aware of their assumptions about people who are different from them.  Changes like I'm experiencing are scary because I've never been one who wants to start conflict, but at the same time, I am finding it difficult to sit back and listen to others make comments about others based on assumptions and stereotypes.  I want to continue to gain understanding around others' differences and share what I'm learning with my friends and family in hopes that they will start to see things differently, too.  I think the world would be a better place if we were all willing to look at life from others' shoes.

Student Success vs. Equal Access

 Office of Disability Services

     
Yesterday I had the opportunity to interview Lea Anne Kessler from the Office of Disability Services at Bowling Green State University. Lea Anne was a graduate of the CSP program at BGSU and meeting with her about how students with disabilities adjust to college was very insightful. She shared with me the educational philosophy around serving students with special needs at the high school level versus the college level. She talked specifically about special education programs in high school and how they focus on setting the student up for success. In college, however, there is a transition from the idea of success to that of equal access. In high school students may be given many modifications, whereas in college there are less actual modifications and the focus is geared toward making sure all students receive equal access. She also shared that there is quite a shift in responsibility for students with special needs as they leave high school. Students must become their own advocates, whereas in high school their parents and teachers, in most cases, were doing all of the advocating for them. In addition, students must sign a release to give parents permission to receive specific information regarding their education at the college level.

      She discussed the following common classroom modifications that are made for students with visual impairments:
* extended time to complete tests, quizzes, and exams
* reader for their exam
* scribe
* tape recorder to record lectures
* class notes available electronically so they can use software to read the notes
* Large print books
* Books available electronically

      Regarding modifications, Lea Anne said that the student with a disability has an added responsibility to meet with their professors to discuss their disability and share the letter from the Office of Disability Services stating the specific modifications they will require in order to receive equal access.

      Lea Anne shared that one of the most rewarding aspects of her job is seeing students grow and develop and take ownership for their education. And one of the most challenging things she faces in working with students with visual impairments is making sure they are up-to-date on using technology. She added that very few students use braille anymore because technology is so advanced with software programs that can read any electronic document to a student. Last minute requests can also be tricky. Lea Anne explained that something as simple as a faculty member adding a last-minute journal article reading can create challenges because the student needs the article quickly in a format that they can use. Lea Anne also shared the name of a visually impaired student who is willing to meet with me so I look forward to arranging this face to face visit.

      Lastly, she gave me the name of an Ohio resource commonly used by students with visual impairments. It is called the Bureau of Services for the Visually Impaired. I plan to check into this organization to see what sorts of services and programs it offers students with visual impairments.

Admissions- Does He Feel Like He Matters?

     Yesterday I went on a college site visit to a local community college.  The group I went with had the opportunity to meet with the Dean of Students.  He talked to us about the importance of one's values and having a value system that you can articulate as a student affairs professional.  He specifically spoke to an important value that he looks for in any staff member he hires to work in admissions.  He said it was critical for these professionals to believe that every individual has a right to attend college and attempt to earn a college degree.  In addition, it is important for professionals to value all forms of education from a certificate program to an associates or bachelor's degree because students come to a community college with different goals.  He added that the culture in the Admissions office and actually across the campus at large is that "every student matters."  I totally agree with this statement, but it made me wonder if someone like Drake who has a disability, has felt like the student affairs professionals he's come in contact with display this value.  Is this culture something unique to a community college or can students like Drake find this culture at a large state university or a private liberal arts school?  I couldn't help but think about the impact of words, conversations, etc.  As student affairs professionals we must choose our words carefully when working with students.  Our conversations with students have an impact and we want to make sure that our words are encouraging.  We need to offer students the correct balance of challenge and support.  Students need to know that they matter.  And to push this point further, they need to know that they matter even if they have a disability.  This makes me think even bigger picture about the idea that ALL students- no matter what their disability, gender identification, age, ethnicity, race, sexual orientation, religious affiliation, etc.- need to know that they matter.  I am starting to see how I compare and contrast others that I meet against my values system, how I grew up, what my life is like, what I feel is important.  I need to shed this idea of me being "normal" and everyone else being "not normal" because what is "normal" anyway.  I'm beginning to understand the need to have an appreciation and an understanding for differences.  It never struck me that I didn't have a deep appreciation for others who are not like me.  It's difficult to admit that I've held so many wrong assumptions and have been so quick to judge others.  I know that this appreciation and understanding of differences in others is going to be a process.  I catch myself asking friends and family members not to say words like "gay" or "retarded."  I've mentioned the importance of giving people a chance before writing them off.  As I enter my internship in academic advising at Owens next month I want to carry with me this idea that "every student matters."  In a way, I feel as though my judgement creeps in when I look at a person and start to form assumptions based on what they look like, what they are wearing, how they talk, etc.  Again, I think of someone like Drake, who is visually impaired, and I wonder if he's less quick to pass judgement on someone because he doesn't pass judgement on what the person looks like.

    

Transitioning to College

    
     For a male student with visual impairments like Drake, transitioning to college will likely involve some challenges.   In an earlier entry I talked about one challenge that a student shared regarding learning to navigate a new campus.   In addition, if Drake is shy he may have difficulty making new friends.  He may find it hard to find friends who understood his disability.  In addition, it may be challenging to find friends who do not treat him differently because of his visual impairment. 

In order to assess a student like Drake, regarding how he is handling these challenges, I have learned that I could interview him and apply Nancy Schlossberg’s transition theory.  In Schlossberg’s theory, transitions are events or non-events resulting in changed relationships, routines, assumptions, and/or roles (Evans, Forney, Guido, Patton & Renn, 2010).  To help Drake take stock of their assets and liabilities, I could walk them through the four S’s, which are the situation, self, support, and strategies.  Regarding the situation, we could talk about things like control, role change, previous experience with this type of transition, and other stress that may be happening at the same time that he is dealing with the transition of navigating a new campus and making new friends.  In terms of self, we could discuss Drake's outlook and his commitment to managing these two challenges.  I could ask Drake what types of support he has in place to help with these transitions.  I could also make Drake aware that he is currently moving though the transition to college and we could talk about his perception of the transition.  I could also discuss strategies to help Drake manage the transition.  In this particular situation, I would make several recommendations for Drake to consider in coping with navigating campus and making new friends.  I would encourage him to meet with a staff member from the office of disability services in order to learn more about the resources they could provide in helping the student to navigate the campus.  I would suggest that he remain open-minded when learning about the resources.  Perhaps the office employs a mobility instructor  who works one on one with students who need this type of assistance.  Or maybe there are students who volunteer to assist students with visual impairments as they learn their way around campus.  I would also ask Drake if he had a parent or close friend who would be willing to offer assistance with learning how to get from place to place on campus.  I would also suggest that he begin planning ahead for the next semester as soon as he receives his new class schedule.  In terms of the Drake's desire to make new friends, I would encourage him to consider campus activities that he may want to join and I would have him set a goal of attending one or two meetings that sound interesting.  I would suggest that he introduce himself to other students in his class and think about inviting a student to lunch or asking a student if they would be interested in studying together.  The Office of Disability Services may also be a great resource in offering assistance to Drake in how to go about making friends with other students who may be able to understand his disability.  If Drake lived in a residence hall, I would suggest that he  attend planned group activities.  I would talk to him about the need for patience and how both the challenge of navigating a new campus and making new friends can be a process that takes time.  Drake may lack confidence in developing friendships and needs to gain competence in navigating a new environment.  Working with the Drake to address the 5 S’s will give the student a better perspective of what assets and liabilities are in place.  In discussing strategies, the Drake needs to experience a necessary amount of challenge and support.  Setting goals and following up with him to help hold him accountable could prove to be very helpful as well. 

Reference

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010).  Student development in college: Theory, research, and practice (2^nd ed.). San Francisco, CA: Jossey-Bass. 

Developing Competence & The Kindle Controversy

     Something struck me today as I was thinking about a discussion we had during our 6010 Class this week.  We were talking about the functional area of Disability Services and the topic came up about students with special needs leaving high school and transitioning to college.  I'm wondering how this process went for Drake?  Was it a rocky road or a smooth transition?  I'm assuming there were some bumps in the road.  In the k-12 system students with special needs have an Individualized education plan clearly laying out goals and objectives.  This plan also includes a support network of teachers, administration, social workers, parents, etc. who are committed to helping the student achieve their educational goals.  Intervention specialists in the K-12 classroom work closely with regular education teachers to make modifications for students with special needs who may spend part of their time during the school day within the context of the regular classroom.  What happens to that student with special needs when they decide to pursue a degree?  How do they get the services and modifications they need to be successful in the college?  Are they able to handle the responsibility of being their own advocate?  In addition to meeting with Drake to discuss this, I also want to meet with someone from the Office of Disability Services to discuss the programs and services they offer students like Drake who are visually impaired.  It made me wonder if faculty are flexible in working with students with special needs.  Again, I realize how students with visual impairments may struggle with developing competence.  Students with visual impairments also need access to the same things that students without visual impairments need access to at colleges and universities deserve full and equal educational opportunities.  There has been quite a debate, for example, about the use of the Kindle by colleges and universities across the U.S.  Some universities are refraining from using Amazon's Kindle DX in the classroom until the device is fully accessible to students who are visually impaired or blind.  The Kindle has a text-to-speech feature, but menus on the device are not accessible to the blind, making it impossible for a blind user to purchase books, select a book to read, and activate the text-to-speech feature.  As technology advances, colleges and universities are challenged with making sure that all students with disabilities have the same opportunities as other students.  I wonder what Drake thinks about issues like this?  Is he actively involved in advocating for his personal rights?  How do challenges like this affect his identity? 

Am I really blind? & Points of Courtesy When Talking to Someone Who is Visually Impaired / Blind

The National Federation of the Blind (NFB) has created a great resource page on their website called "Straightforward Answers About Blindness."  I found a different answer to a question I had asked myself earlier about whether or not their is a difference between someone who is visually impaired or blind.  I am finding that it depends on who you ask.  The NFB website stated that some people use terms such as visually impaired or low vision instead of blind. The NFB uses the term blind for all people, regardless of their visual acuity, who need to use alternative techniques to accomplish the same thing that a sighted person can do using eyesight.  Individuals experiencing severe vision loss may find it helpful to learn some non-visual ways of accomplishing everyday tasks, if they are struggling with visual methods.  It is estimated that only 20 percent of blind people are totally blind.  Most blind people have some remaining vision.  The legal definition of blindness is visual acuity of not greater than 20/200 in the better eye with correction or a field not subtending an angle greater than 20 degrees. In everyday language this means that a blind person sees about 10 percent of what a sighted person can see.  I wonder if it bothers Drake that there is not a clearly agreed upon definition of blindness?  Does he sense the need to explain to others the exact level of his visual impairment?  Is he stereotyped by others based on their own personal definition about what it means to be visually impaired or blind?  I always assumed that if you used a cane or had a guide dog you were definitely considered blind.  I now think that assumption could be risky. 

Another question I was intrigued by on the website was "Are there any points of courtesy that will encourage sighted people to feel comfortable and at ease around me?"  I read over the list that the National Federation of the Blind referred to as "Courtesy Rules for Blindness."  I think this will really be really helpful when I actually get the opportunity to meet Drake in person.  In summary, here are some of the key points I took from reading over the material. 

* Someone who is blind is an ordinary person, but they are just blind. You don’t need to raise your voice or address the person as if they were a child. They also want you to talk to them and ask them questions directly and not direct questions for them to their companion. 
* A person who is blind may use a long white cane or a guide dog to walk independently.  Also, they  may ask to take your arm. Let them decide and don't grab their arm.  Instead, let me take yours.
* A person who is blind wants to know who is in the room with them. Speak when you enter. Introduce the person to others in the room, including children, and tell me if there’s a cat or dog present.
* The door to a room or cabinet or a car left partially open is a hazard someone who is
* At dinner, do not assume that a blind person will have trouble with table skills.
* Don’t avoid words like “see.” A blind person uses the word, too. They say things to people like, "I'm glad to see you."
* A person who is blind does not want pity, but don’t talk about the “wonderful compensations” of blindness. Their sense of smell, touch, or hearing did not improve when they became blind.  The rely on them more and, therefore, may get more information through those senses than you do.
* When talking with someone who is blind remember that they have many other interest besides talking about their blindness.
* Don’t think of the person as solely a blind person. They are a person who just happens to be blind.

I think these tips will really help me when I meet face to face with Drake.  Am I nervous and anxious?  Yes.  I don't want to say or do the wrong thing.  The above list addresses so many assumptions and stereotypes that people who are not blind have about people who are blind.  The Voice Project is not just teaching me about Drake.  It's also making me aware of how I cling to assumptions about many different types of people.  I feel like it's helping me to see the world through a new prescription.  It's like I'm wearing an improved set of lenses.  I really like the part about the person not being solely blind.  They are a person with many different interests, hobbies, abilities, life experiences, etc. and blindness does not encompass all of who they are as an individual.  It's just one small part of who they are as a person. 
http://www.nfb.org/nfb/Answers_about_Blindness.asp?SnID=850963487

Going From Place to Place on Campus

I came across a blog by Jordan Moon, an African American male with visual impairments who is currently attending Arizona State University.  While Drake, is a white male with visual impairments, Jordan speaks to the common challenges that college student with visual impairments face when navigating a college campus.  He shared that getting from place to place is difficult for anyone, especially when that place is new.  For the college student with visual impairments to go from home to school, find their classes on campus, learn the classroom, and find their way back home is a challenging feat.  He added that navigating campus is a major worry and that there have been times when he has decided not to take on major transportation issues in college because they would be too difficult and dangerous.  When students who are visually impaired / blind first try learning their campus’s layout, it can be extremely challenging. Many times, they need someone else to show them how to navigate the campus and help them navigate it so that when classes begin, navigating throughout the campus will be second nature. Learning the campus can take a while so many college students who are blind/visually impaired try doing this step a month or two in advance of their classes.  Many of these students use a mobility instructor to help them learn the campus and surrounding areas and routes that they will frequently utilize. Mobility instructors are trained to teach people who are visually impaired/blind how to navigate certain physical obstacles, such as crossing streets, taking public transportation and so forth.  In Jordan's case, he had his parents help him learn to navigate campus about two weeks before he was scheduled to start class. He had enough vision to see landmarks and navigated his way around campus by noticing those landmarks.  Jordan shared that he also uses a cane to navigate around campus, and the cane is used for mobility purposes as well as awareness purposes.  Using a long white cane when you walk allows you to locate steps, curbs, streets, driveways, doorways, bicycles, elevators, escalators, people, chairs, tables, desks, or any other object or place. On college campuses, such as Arizona State University, where there are a number of bikes, Jordan said a cane helps identify him so a biker will know Jordan can’t see him/her.  Many students who are visually impaired or blind also use guide dogs to help them navigate campus.  Jordan said that the advantage of having a guide dog is that it allows a student to walk to class at a faster pace.  Jordan said that one of the most stressful aspects about college, and life in general, for someone who is visually impaired or blind is transportation.  Jordan is unable to drive so he must rely on others or public transportation.  He said that many college students are required to get some type of internship in order to graduate and this can be challenging because it requires a person who is visually impaired or blind to find someone to help them get to their destination.  Jordan compares navigating a college campus to trying to ice skate for the first time.  You are initially scared and frustrated, but eventually you learn how to do it without thinking of each individual step.  It becomes more comfortable and natural. 

Reading Jordan's blog made me realize how much I take for granted as someone who can navigate from place to place using my eyes.  I can understand how important it is for students with visual impairments to realize the concept of interdependence.  When it comes to transportation and navigating new places, this is a natural area where they will need to rely on others for assistance.  It also makes me realize how a student with visual impairments must constantly plan well enough in advance so they can become familiar with the physical environment on campus and any challenges that may exist.  As a student affairs professional, I can see how critical it is to know what resources are available on campus for students who are visually impaired / blind.  In addition, it makes me think of the bigger picture of how important it is to be aware of the many different voices that make up the student body of any campus.  I look forward to learning more about what services the office of disability services provides to students with visual impairments.  I'm also curious to find out what resources exist for faculty working with students with visual impairments.  As part of our assigned class reading, we read about social identity.  I learned that as a student affairs professional, part of my role will be to seek out ways to work with oppression, privilege, and power, in an effort to enhance students' development (Evans, Forney, Guido, Patton & Renn).  I thought about Drake's social identity as a white, male with visual impairments, in addition to considering my own social identity as a white, female.  I have never given much thought to oppression and privilege and I realize now how these two things can negatively or positively affect our identity.  As a white male, I learned that Drake is privileged.  Due to his visual impairments, however, Drake is considered oppressed.  I never considered using the word "oppressed" when describing someone with a disability, but I can now see how assuming one normative way of doing something privileges those who carry out the act as prescribed and oppresses those who use other methods.  I wonder how Drake feels about this?  Does he see himself as privileged in one sense, but oppressed in another sense?  I wonder what other types of oppression might come into play with Drake.  Does he have Christian, social class or heterosexual privilege, too? 

Link to Jordan's Blog  http://jdmoon.personal.asu.edu/wordpress/

Regarding navigating campus, I also came across an article about Darrell Shandrow, a white journalism student at Arizona State University who is blind.  The article said that roughly 75,000 students at colleges and trade schools are visually impaired, according to Education Department figures (Brainard, 2010).   To get around town, Darrell runs iPhone applications that identify nearby buildings. 

Brainard, J. (2010, December 12), Colleges lock out blind students online. Chronicle of Higher    
     Education, Retrieved from http://www.chronicle.com/

Different Levels of Visual Impairment & the 7 Vectors

I, embarrassingly, need to admit a very poor assumption that I made about Drake.  I assumed that the fact that he was visually impaired met that he was blind.  WOW!  That is not necessarily true.  A quick browse online quickly showed me that visually impaired can mean a number of things. If you are visually impaired it doesn't necessarily mean you are blind.  The terms partially sighted, low vision, legally blind, and totally blind are often used in the educational context to describe students with visual impairments.

In reading through Chickering & Reisser's seven vectors of development this week and discussing them in class, I initially related the seven vecotors to my life and my personal, professional, and academic experience.  The more we discussed the seven vectors in class, the more I thought about Drake and how this model might apply to him.  The vectors include developing confidence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity.  We learned that the vectors are broad themes and are best pictured by a spiral or steps and not a straight line.  The vectors do build on each other, but they are not sequential.  I wonder what vecotrs Drake feels are his strengths.  How does the fact that he is visually impaired affect his ability to develop confidence, manage his emotions, move through autonomy toward interdependence, etc.?  My assumption is that Drake would experience some challenge with each of the vectors due to his visual impairment.  And the vector I think he would find most challenging during the college years is moving through autonomy toward interdependence since this vector moves one away from the need for constant approval, involves taking action to solve your own problems, and interdependence.  I also think that Drake has problems developing mature relationships because it has to do with rebalancing the need for autonomy and attachment and the capacity for intimacy.  Drake probably has a difficult time making friends on campus and sharing at a deeper level with others.  The fact that Drake is a white male, with visual impairments, shapes the context of psychosocial development.  Psychosocial development is skills-based and there are age-related developmental tasks that need to be successfully resolved for continued development and maturity. New situations or stress may require the need to revisit tasks or relearn coping strategies.  Depending on the level of Drake's visual impairment, he may find himself in new situations and/or situations that invoke stress quite frequently as he navigates campus, attends class, participates in campus activities, etc.  He may or may not be certain about who he is, what he believes, who he loves, and what he wants to do.  When matched against other white males in a collegiate setting, he may not earn the level of respect he desires and deserves due to his visual impairment. 

So Many Questions

I  have so many questions and so few answers.  A visually impaired white male is someone quite different from me.  My first thought is that I assume it would be a huge undertaking for him to decide to attend college.  I have very little understanding of what his world is like.  I also have the impression that not many students with visual impairments decide to tackle college because of the challenges. 

I wonder about the following:

How does he interpret the events in his life?  I am such a visual person.  It's hard for me to imagine not being able to receive information in that way.

Did he always know that he wanted to go to college? 

What is important to him when considering a college to attend?

Does he have a desire to live on campus and does the option of living in a residence hall exist for him?

How will he navigate campus?

What types of modifications will be made for him in his classes? 

Are his instructors prepared to handle his disability?  How does he educate them?

What does he enjoy doing?  What are his hobbies and interests?

What social activities does he enjoy?  Does he listen to tv shows that I watch?

Does he date or have a girlfriend or partner?  If so what things does he enjoy doing with him/or?  In phrasing this question, I initially phrased it asking if he had a girlfriend and after my first week in the CSP program I realized that he may have a partner of the same sex vs. a girlfriend.

Does he consider himself more of an introvert or an extrovert?  Is it difficult for him to make friends? 
How does he handle shopping for what he needs or wants? 

Are his other senses enhanced (i.e. taste, smell, hearing, and touch)?

I look forward to learning more about Drake this semester.  And my assumption is that more and more questions will continue to surface once I meet him face to face and get to know him better. 

A Mixed Range of Emotions

I first learned about the Voice Project when I was reviewing my syllabus the week before class started.  I read through the instructions for the assignment several times and discussed it with family and friends.  I had mixed emotions ranging from nervousness and anxiety to excitement and curiosity.  The more I thought about the project the more fear entered into the equation.  As I considered different voices, I thought about whether or not I had previous experience interacting with that voice.  We were encouraged to challenge ourselves to choose a voice with which we had little or no experience.  Was I up for that challenge?  I've never considered myself a huge risk taker.  It was interesting to hear others thoughts on whether or not I should pursue a particular voice.  Ideas were swirling.  Maybe I could acquire the voice of a gay, African American man, or a white male with  visual impairments or a physical disability who was in a wheelchair.  Or what about a transgender person or a lesbian?  As I was interpreting my own feelings about the level of risk I wanted to take, others shared their concerns about me taking on a voice very different from my own .  I was not the only one who was feeling uncomfortable about the assignment.  I thought about who I knew off the top of my head that I could talk to about a particular voice.  As I considered my family, friends and acquaintances I tried to think about gender, sexual orientation, race, nationality, class, age, disability, and religious belief.  I came to the realization that my social and professional network did not include a diverse range of people who were not like me.  Were others students encountering something similar?  I trust that this will change in the future.  Let me rephrase that.   I hope that this will change in the future.  I think of myself as someone who is open to diversity and who enjoys meeting new people.  I wonder if that is just easy to say when you don't come in contact with people that are not like you very often?  There is much to think about and I know the Voice Project is going to be a huge learning experience over the course of this semester.  With a mixed range of emotions I decided to acquire the voice of someone I've never met- a white male who is visually impaired.