Assisting the visually impaired in the writing center

   I am convinced that no other experience with any group of students has affected change in the methods of administration and teaching in the Augusta State University Writing Center more than the visually impaired.  When our center opened in 1988, my style was fairly demanding of the other departments with whom I had to interact, from my own, to computer services, the physical plant, financial aid, personnel, and even the library.  From my point of view, our center was required to meet student needs; therefore, these student support departments should be pleased to help.  Whether it was a broken computer or a broken toilet, student assistant funds or ancillary materials, I expected immediate action.   Likewise, when our first visually impaired student appeared, I needed even more cooperation to meet his special needs.  As a teacher I also felt I had to assist him in more ways than I did other students.  I felt I had a duty to facilitate his efforts in both format and error since his ability to work in these particular areas was clearly impaired.  This method was soon emulated by my student tutors who began to operate with all our tutees out of the "fix it" model I was demonstrating.   Indeed, though I conducted "dynamic" tutor training workshops on collaborative methods, in practice we were all drifting back into the methodology by which we had been taught.

    It wasn't until 1990 when the ADA became law and we encountered more blind and visually impaired students that we began to learn how to make accommodations more appropriately.  Yet we had not arrived at true collaboration with all students until the last five years when we worked with students who had lost their vision as adults, either through disease or injury.

    The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990.  The Title II Subtitle of the ADA prohibits discrimination and ensures equal opportunity on the basis of disability in employment, services, programs, and goods provided by state and local governments, which includes colleges and universities receiving federal funding.  Title III establishes standards for ensuring accessibility when designing and constructing a new facility or altering an existing facility.  The ADA also requires effective communication with people with disabilities and reasonable modification of policies and practices that may be discriminatory.

    Higher education has been relatively slow to provide both classes of accommodations, largely because funding was not included in the act nor was time or information for course adaptation.  Today, however, since individual students and organized groups for the disabled forced the issue, most colleges and universities are trying to adhere to the requirements.  This began initially with physical accommodations, or when buildings were renovated or built.   Indeed, I was able to improve my relationship with the physical plant, public safety, procurement, and receiving during the eight-year renovation of the Writing Center to its current status as accessible and state-of-the-art.  When the first disabled student was enrolled, the more important academic accommodations were just as long in coming.

    The first visually impaired student was fairly typical of those I encountered until recently.  Everett was an older student who had been sightless from early childhood, had thought little of proceeding with higher education, and had been "trained in a field appropriate to his disability."  He had been and still is a piano tuner, but his desire to acquire a more formal education in music and piano performance brought him to our university.   In his efforts to complete his core curriculum, he was faced with an overwhelming lack of understanding and ability by the university community to enable him to complete courses.  Responding in writing, testing, explaining visual and numerical concepts, converting texts and other materials were all beyond an individual instructor's abilities, and administrative assistance was minimal.  Fortunately, the desire to help was often there with individual instructors, and the advent of increased technology allowed him to make slow progress.  Nearly ten years later, he is still a student.

    The first technological adaptations were the work of the chair of math and computer science who adapted a Braille typewriter to a computer system, allowing Everett actually to compose and bring his work to the Writing Center.  Later, Everett actually was also able to save his compositions to disk so that we were able to work with him in much the same way we continue to assist visually impaired students in the Writing Center.  To save time we revise the paper on the computer screen by making requested changes as we read aloud to the student.  The first software breakthrough came when the program Zoomtext was added to the network for Tom, an English major with a degenerative eye condition.   This program enlarged the text on the computer screen.  A reader to enlarge a written text in required readings was also made available in the library and media center.  Unfortunately, Tom soon lost all vision and moved to a cane and then a guide dog before he was graduated.  Thus he, like other blind students, had to learn to use the special Jaws software that allows the computer to speak to them.  Other equipment, such as a scanner which can translate materials into Braille or on tape, was also a necessity.  Close work with the media center and computer services, as well as the library, brought these to our campus.  Additionally, specially equipped and reserved handicap computer stations are available in all labs on campus.

    However, I was still the catalyst, the writer of memos to request these accommodations and others as they were developed.  I contacted both IBM and Georgia Tech for the latest technological information on a regular basis.  I got on the mailing list of a local handicap advocacy group for further information.  Indeed, they helped me find the best "typing tutor" to work with our existing software and now provide training for sight-impaired students on campus, simply upon individual request.  They also have a used-computer program with local businesses and individuals who wish to donate computers to be refurbished for the use of the program and its clients.  I finally discovered that the Department of Rehabilitation Services provides the same technology, including computers, scanners and printers for the student's home, as well as additional training in software programs such as the now popular Microsoft Office Suite.

    DRS has always provided mobility instruction to allow students to find their way to and around the campus.   It is very important that visually impaired students are introduced to the location of the Writing Center early in campus tours.  Another way that many of the students find us is through their own grapevine.  Tom, who had worked closely with us, brought many new students, as well as his mobility instructor, to the Writing Center to meet us.   Now we are a regular stop during the orientation.  Because Augusta State University students must take English 101 before they have taken 30 hours and since 50% of class time is spent in the computer lab, we are often an early part of student's academic life.  The Writing Center houses the 101 classroom, computer lab, and the writing lab where the tutorials take place; additional computers and a special projects workstation are unavailable.

    Initially the task of assisting disabled students was part of the duties of an already overworked administrator, our Dean of Students.  Often the instructor was unaware that a special needs student was enrolled until the first day of class.  Therefore, unless the student had ordered the necessary materials, he or she often started at a disadvantage.  The Writing Center Director and staff were often left to provide the interim assistance to obtain needed materials, provide readers, or assist with tests.

    The real transition occurred when our campus building plan and the position of Disabilities Services Coordinator were funded.  Several sight-impaired students expressed concern over constantly changing barriers and the public safety department public relations liaison visited our tutor meeting for an update on the potential hazards in our part of the campus.  I, unthinkingly, sent out an e-mail message to all parties concerned, including the Disabilities Services Coordinator, in hopes of finding a solution.  I was quickly made aware by the head of my department that I was treading in areas not my concern and to concentrate on the composition problems of these students.  I apologized and have developed an excellent relationship with the person truly assigned the responsibility of assisting the visually impaired with their general needs.

    Although we now have an informed and active Disabilities Services coordinator, it is still up to the student to make contact and make needs known.  Though the collaboration has begun, we have found issues that are unresolved and habits that are difficult to break.  We find ourselves just as tempted to "overdo" our assistance and to jump in before we make sure of all the facts surrounding an individual student's particular request.  To avoid overburdening the Writing Center staff and in order to document compliance with the law, we must be in constant contact with the Disabilities Services Coordinator and redirect both the student and the instructor to this member of the campus services community.   This office is required to provide these special needs if requested.   Accordingly, the Writing Center Director, instructor, and student should be knowledgeable on the guidelines set up by the Disabilities Services Coordinator, especially the time and information requirements for things such as tests and ordering brailled or recorded materials.  This keeps the Writing Center from being caught in the middle of issues that develop between students, instructors, and the Disabilities Services Coordinator.  This need for constant communication became very apparent when a visually impaired student told a different story to all three of those of us who were helping her during a particular assignment.  Inna, also an ESL student and former engineer, was masterful at manipulating not only faculty and stuff, but also tutors and other students into providing more than the assistance clearly outlined in our Writing Center Contract.

    In the Writing Lab, an individualized plan can be worked out with the student, instructor, and Disabilities Services Coordinator that is appropriate and allows the student to begin developing the independence that is our goal for all students.  We have found that setting up a schedule and working with a  specific tutor is best, although all tutors are kept informed.  It is also necessary for the Writing Center Director to monitor the student's progress with the tutor, instructor and Disabilities Services Coordinator and to make adjustments as needed.   For example, if a visually impaired student fails to show up for appointments or starts missing classes, it is important to find out the reason immediately.  Like any students, the visually impaired may have personal problems or may not feel comfortable with the assigned tutor.  If we are not vigilant, many of our visually impaired students drop a class or take an incomplete without ever seeking assistance.  This was the case with Brian, our most recent blind student, whose assigned tutor turned out to be unreliable.  He never told me she failed to show up for appointments and did not have materials recorded on time; however, my daily informal checks with the tutor and Brian soon revealed the true situation.   I immediately replaced the student tutor.

    Like all students, the disabled react in different ways to the demands they encounter, helping us remember that all of our students have special needs.  During his next quarter, Brian was greatly discouraged about an administration decision regarding the handling of his special needs during his first quarter and lost focus, failing to complete his course work or keep up with his technology lessons.  On the other hand, Dianne, who lost her sight through diabetes, was able to work with the system quite well until a small blister led to a toe amputation.  Her deep religious faith and sense of humor have made a huge difference in the way she faces the challenge of her disability.  She had to drop out last quarter, but is using the time to work with a church youth group and improve her technology skills.  Current students, both visually impaired and other who have become her friends, have been checking with us at the Writing Center on Dianne's progress.

    Hence the Writing Center staff plays a variety of roles for the visually impaired students.   Recently we met with three visually impaired students in order to ascertain how we could better serve them.  Tom is a graduate, Willie has left school, and Brian is a new student.  Many of our more recent students, including two or these students, have lost their sight as adults.  We have found that they are less likely to be trained in the technology and, consequently, have a harder time than those who have been blind since birth.  All three students felt that they should have been better prepared before they entered college rather than having to learn new skills at the same time they were dealing with academic challenges.  As the result of the input, our Freshman English Committee will be recommending that computer training be completed before the student enters English 101.

   These students felt the Writing Center staff played an important role in their college career.  We were characterized as serving as their "eyes" as we described things to them or assisted them around the lab; as their academic assistants as we provided feedback on their written work; as their morale builders when they were feeling down or overwhelmed; as advocates when misunderstandings occurred with instructors or other campus services; as translators of requirements and assignments and course descriptions; as counselors on both personal and academic needs; and finally, as sources of information about events and activities on campus and in the community.  Like all of us, the thing they appreciate the most is a good sense of humor.

    We have also taken on the task of serving as role models for how to interact with the visually impaired.  Even my student tutors have expressed fear that they might fail to be "politically correct."  Simple things like saying "See you later!" worried the tutors until one of the blind students said "See you after class!" one day and commented that we really shouldn't worry about those expressions referring to sight.   We have learned through trial and error and simply asking.  Otherwise common courtesy applies: open doors since the blind are usually encumbered by not only their book bag, but also a cane or a dog.  Make sure you do not interfere by petting or talking to the dog when it is working.  Keep others in the writing center from interfering with the dog unless it is at rest and the student gives permission.  On the academic level, remember that what you are saying as you work with the student is not being written down; thus a tape recording of your general discussion of their work is very valuable to them.  This oral method should be employed when you meet them in other locations on campus: say hello and tell them who you are (though they often recognize your voice).

    Now that I have been with various blind or visually impaired students on campus, at community events, and simply out in public, I am amazed at how some people react to them.  The public seems to fall into two categories: those who ignore the blind person and those who are overzealous.   Either kind can harm the visually impaired emotionally and/or physically.  When in doubt if your help is needed, ask the person if he or she needs assistance.  If you see a visually impaired person in imminent danger, please take action but make sure you let him or her know verbally of the danger and/or what you are doing to prevent it.   As Brian is fond of saying, "I'm just like anyone else; I just can't see."

    Those of us in writing centers must remember, most of all, that the disabled are usually living fairly isolated lives and are looking for relationships.  Though a certain level of professionalism must be maintained, I find that when a student introduces me or one of the student tutors to someone else, the word "friend" is always included.  I am pleased with my new role as a collaborator.  This experience has helped me realize that I truly get far more than I give as the Writing Center Director.

Karin Sisk
Augusta State University
Augusta, GA

Writing Lab Newsletter
Volume 25, Number 7, March 2001,   p. 6-9.