My Accessibility Statement
I once had a visually impaired client tell me that she did not regard her impairment as a “disability”, but it is just one of her weaknesses, just like any of the weaknesses or strengths you or I may have. This sentiment changed my perspective on my accessibility practices in tutoring: everyone needs and deserves their own personable experience in the Writing Studio, regardless of whether they disclose a disability or need to me or the university. Thus, I take any requests my students make, and I do whatever I can to fit what learning style or technology works best with them. If I notice a client is uncomfortable or confused by the mode of tutoring, then I switch my approach appropriately and try out different methods with them. This could include deciding to facilitate online appointments purely through The Write Chat feature instead of verbal communication or utilizing services like Google Documents instead of the WC Online interface. The style of tutoring I take also can shift based on the responses I am receiving from my client; for instance, I may switch to a more directed tutoring session if the client is not responding to my prompts, and I can give advice through examples and outside resources to inspire them on what direction they could take for future edits.
One of my passions in Writing Center studies is not only working to help those with physical or visible disabilities, but also those who may have internal/mental impairments. For the 2024 SWCA conference, I presented findings on social and Writing anxiety and gave suggestions which tutors may implement in order to help students who may present or disclose anxiety symptoms. I created a handout which includes methods such as promoting directed free writing practice in sessions, encouraging the student for the work they have already accomplished, making realistic standards, suggesting therapeutic writing practices outside of schoolwork, and even advising the student to step away from their assignment and viewing it the next day with a refreshed mind, unless time constraints do not allow for this. Anxiety, in particular, is a growing disability in the college population, and it is imperative that tutors receive training in accessibility techniques for all groups, including this one.
However, the aspect of tutoring I hope to contribute to our studio most of all is a welcoming environment. According to researchers from James Cook University (2022), disabled students may feel afraid to seek academic help for numerous reasons, primarily from fear of stigma and lack of knowledge on available services. Hence, I stand by the importance of facilitating numerous outreach initiatives with all of our staff, making it clear to students what exactly we do as peer-tutors and growing positive bonds with our college community. After all, the first step to a beneficial tutoring session is simply getting the student to sign up.
I, as a tutor, work to present and be as kind, open, patient, and receptive to make all clients feel heard as they work through their individual learning journeys. All students deserve access to services which develop their skills and understandings, so I will continue to grow and adapt as well as I work with our diverse student body.
Works Cited
Bornschlegl, Madeleine, and Nerina Jane Caltabiano. “Increasing Accessibility to Academic Support in Higher Education for Diverse Student Cohorts.” Teaching & Learning Inquiry,
vol. 10, no. 1, Jan. 2022, pp. 1–18. EBSCOhost,search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eue&AN=155796771&site=eds-live&scope=site.
https://www.linkedin.com/pulse/empowering-students-through-student-choice-voice-dr-dinesh-chauhan-elbmc/ (image below)
