College Students with Visual Disabilities

What do the students say? With the growing number of
college students with disabilities, higher education
must take the responsibility to train faculty,
staff, and future graduates in disability issues. To
ensure appropriate training, we first must ask
students with disabilities what they need and
prefer. Based on focused interviews with 35 college
students with visual disabilities, this book
addresses students preferences in communication
styles and techniques. 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. Lack of knowledge, false
assumptions, misinformation, and fear of the unknown
on the part of college faculty, administrators, and
other students may manifest through negative,
inappropriate behaviors resulting in inequitable
educational experiences for students with visual
disabilities. This book offers suggestions for
disability awareness training that focuses on
eliminating attitudinal barriers while providing a
foundation for understanding the needs of persons
with visual disabilities.

Autorentext

Karen A. Myers, PhD, is a professor in Higher Education Administration at Saint Louis University. Legally blind since college, she is a disability advocate, educator, researcher, and consultant. Visit www.karenamyers.com for more information.

Klappentext

What do the students say? With the growing number of college students with disabilities, higher education must take the responsibility to train faculty, staff, and future graduates in disability issues. To ensure appropriate training, we first must ask students with disabilities what they need and prefer. Based on focused interviews with 35 college students with visual disabilities, this book addresses students' preferences in communication styles and techniques. 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. Lack of knowledge, false assumptions, misinformation, and fear of the unknown on the part of college faculty, administrators, and other students may manifest through negative, inappropriate behaviors resulting in inequitable educational experiences for students with visual disabilities. This book offers suggestions for disability awareness training that focuses on eliminating attitudinal barriers while providing a foundation for understanding the needs of persons with visual disabilities.