Narrative-Based Research for Social Change
Edited By Ahmet Atay and Mary Z. Ashlock
Chapter Two: Navigating Communication Courses: The Impact of Visual Impairment on the Teacher–Student Relationship in Communication Classrooms
| 29 →
Navigating Communication Courses
The Impact of Visual Impairment on the Teacher-Student Relationship in Communication Classrooms
DELEASA RANDALL-GRIFFITHS AND KELSEY NICOLAY
Everyone has a story to tell. Some stories align with society’s master narrative, whereas others tell of different experiences and understandings. This chapter provides a retrospective look at the experiences of Deleasa, a sighted college professor, and Kelsey, an undergraduate communication studies major with a visual impairment. Deleasa has been a faculty member for the last two decades in the Department of Communication Studies at Ashland University, a small private institution located in north central Ohio. Kelsey was a transfer student who came to Ashland University after taking classes at a regional campus of a local state university. Our teacher–student relationship spanned several semesters and involved a wide range of courses, including performance studies, international storytelling, and interpersonal communication. We also shared the experience of academic advisor–advisee roles. Although there are many advantages to a small campus for a student with visual impairment, one disadvantage might be the limits of available support. Being a small campus, the Office of Disability Services offered Kelsey guidance and support to the best of their abilities in light of the small staff and limited resources.
Kelsey: Toward the end of my first semester at Ashland University, I changed my major from psychology to French with a minor in communication. Sometime during my...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.