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/