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.