This webinar features four online students and alumni with different disabilities. Students provide a personal introduction and then share what faculty and administrators need to know from their perspectives about accessibility, working with students with disabilities, and strategies to increase online student success.
Student | Drexel University & Texas School for the Deaf
Student | Drexel University
Student | Drexel University
Student and U.S. Veteran | Columbus State University
Moderated by Kristen Betts
Director of Online & Blended Learning | Armstrong Atlantic State University
This webinar was produced by the Online Learning Consortium.
3PLAY MEDIA: When you sign up for a class, what steps do you take to facilitate your learning experience? How do you advise your teachers and what preparations do you make?
DANIEL VEIT: When I sign up for a class, I inform the Disability Services Office about the class that I’m taking. That office then connects with the faculty to review everything over the line of courses. They see things that may be problematic for me. The faculty only identifies problems for my participation in a project like a voice-over or using PowerPoint. For audio setup and content, they handle that part in the Disability Office.
Prior, I worked directly with a person who transcribed the content. Some weeks, there would be a lot of audio content. I wouldn’t ask for every piece of that. But the most critical pieces, I would ask for a transcription. For example, some weeks, in a class, there might be posted voice messages. I wouldn’t need them to transcribe all 20 to 25 students’ worth of all those comments.
By the fourth or fifth class period, I can recognize how to capture the most important pieces. For the faculty, at the beginning of a course, it always takes an explanation that I am deaf and need captioning for audio and video content. Sometimes I have to fill in the gaps depending on the situation and the application. But I tend to have very supportive responses from both faculty and Office of Disability.
3PLAY MEDIA: During the webinar, you said transcripts required more reading and conflicted with deaf studies. What did you mean by that?
DANIEL VEIT: Maybe that was a misinterpretation. I meant that most deaf students identify as visual learners. There are three different learning styles, typically: auditory, visual, and tactile. When I did my thesis, I requested that the deaf and hard of hearing students identify their learning style. Almost 100% identified as visual learners. I want them (the Office of Disability staff) to keep that in mind for online courses that require a lot of reading. All of the audio-based transcriptions can be very complex for deaf and hard-of-hearing students.
I can’t hear. I can’t learn except from what I see. So online, it requires more of my time to go through all the written English material, instead of being able to sit and listen to a lecture which I’d be able to do in the classroom as it was translated into ASL (American Sign Language). Imagine if you were taking a course in French, it would be smoother if you were taking it in your first language as opposed to second.
3PLAY MEDIA: When do you use transcripts versus captions?
DANIEL VEIT: It’s always nice to have captions embedded so you’re connected with the visuals and what is being spoken. Now, if there aren’t any visuals, I prefer a transcript.
As a student, the frustrating part was the PowerPoints with voice-overs or videos with PowerPoint lectures. Sometimes, I would get a transcript. Then, I would have to write and watch and make sure things were matching with certain slides. It was hard for me to do that simultaneously.
3PLAY MEDIA: Assuming you went to the Office of Disability Services and the staff and professor knew that you were deaf, what percentage of video content that was used in your classes was made accessible and captioned?
DANIEL VEIT: All of it. I worked with one person who let me know about upcoming video or audio content. I would just select the most critical items for captioning. Drexel University has been very supportive in giving me full access to all the class content.
3PLAY MEDIA: Was there a lag between the time that a piece of video content was released to the class and when you received the captions or transcripts?
DANIEL VEIT: There definitely was. Sometimes I would be a little bit behind and let the faculty know. When the transcript arrived, they’d give me a few extra days to do my part with it.
Sometimes I would receive the captioned content a few days before things were due. Sometimes I wouldn’t get it until after the due date. I believe if I was more persistent or assertive, I could make sure everything was captioned prior to the due date, or at least the day before. That would have been ideal.
3PLAY MEDIA: Could you tell us a little more about the findings in your master’s thesis?
DANIEL VEIT: My thesis was about the deaf and hard-of-hearing students involved in online ed. I looked at a couple of different topics. What was the experience like? Do they have negative or positive online educational experiences? Also, what kind of accommodations were used for their online ed? So that was the crux of the study with deaf people, many of whom really appreciate online education and direct communication with the faculty and staff, which isn’t always possible in the normal classroom setting.
Often in classes, there are some things that aren’t caught by deaf students with an interpreter. Also there is some isolation that is experienced in the classroom. Whereas online, a lot of deaf students feel they have open communication with everyone. People don’t even know they’re deaf. That’s pretty neat. A lot of the deaf students really prefer online communication and education.
I also found sometimes there’d be a struggle with captioning and a barrier of cost. But schools are using more and more video- and audio-based content for the homework. Those were some of the issues that my study covered– online ed and accommodations online.
3PLAY MEDIA: Last question, in the webinar you mentioned that you almost left Drexel University. Then you met with the Office of Disability Services and they helped you change your mind. What did they do to help improve your experience?
DANIEL VEIT: Well, I was just getting started and hadn’t used the Office of Disability Services. My academic advisor told me to meet with that office, but I wasn’t sure about the procedures or how they worked. So for the first week of classes, I felt there were a lot of things that I couldn’t do or hear. I couldn’t do some of the homework. That really became overwhelming.
When I called the Office of Disability Services to say I was going to drop the classes, they said: “Oh, shoot, we could have made that work.” So after a while, I decided to go back and take one course rather than two. Then I got familiar with the process and the procedures. That was the beginning of me becoming more comfortable with using online ed.
3PLAY MEDIA: This has been really great and helpful. Thank you very much for your time.
DANIEL VEIT: I really enjoyed chatting with you. Thank you.
More about Daniel P. Veit:Daniel P. Veit a Transition Specialist at Texas School for the Deaf in Austin, aiding students in the transition from high school to post- graduation life. Veit recently completed his Master’s thesis for a degree in Higher Education at Drexel University. His thesis focused on accessibility issues with eLearning and he surveyed deaf and hard of hearing students taking online classes. His research focused on accessibility issues and experiences. Before working at Texas School for the Deaf, Veit was a Career Consultant at Gallaudet University in Washington, D.C. where he completed his undergraduate degree.
3PLAY MEDIA: During the webinar you mentioned the condition that you have, a traumatic brain injury (TBI). How does that impact hearing, especially when you’re watching video for class? Do you use captions and transcripts?
DOMINIQUE WILLIAMSON: It definitely helps me to observe the content a little better than normal. But when it comes to videos in the classroom, one thing that I’ve noticed, different people deal with their TBI or their migraines a little bit differently. Sometimes you just have to adjust the brightness and the sharpness of the display of the videos, to reduce any adverse effects. But captions are a really good help.
3PLAY MEDIA: I know you have some ringing in your ears which adversely affects your hearing and that you try and sit in the front of the class to be able to lip read. When you use captions, is that to help hear the video, or is it because it helps to engage with the video?
DOMINIQUE WILLIAMSON: It does both. It helps me to hear, but it also helps me to focus and actually engage. I have tinnitus and sometimes the ringing is not too loud. Then there are times when the ringing is so loud that it is just overwhelming.
3PLAY MEDIA: What percentage of the video you encounter as part of the class work is accessible?
DOMINIQUE WILLIAMSON: Well I guess it really all depends on the class. Unfortunately, some or even most of the time, the captions aren’t available.
3PLAY MEDIA: What do you do in that situation?
DOMINIQUE WILLIAMSON: I really just try to buckle down and get a good understanding of it alone. If that doesn’t work, then after class, pull the teacher to the side and talk. At Columbus State University, in the beginning of each semester, you fill out a form from the disabilities office. You then take it to all of your professors. They have to sign it.
Basically it just shows your special needs and the adjustments needed to pass the class. The teachers are aware of your needs up front. So when you pull them aside and ask to watch the video at another time, or even borrow it, they have no problem with that.
3PLAY MEDIA: You talked a lot about self-advocacy, what does that entail? Is it a single conversation that you have with your professors? Or is it an ongoing process?
DOMINIQUE WILLIAMSON: It’s an ongoing process, or can feel like that in the beginning. As the semester starts, professors have so many different students. So I try to engage them. When I talk with them, I just let them know, this is who I am and these are some of the things I’m going through. They might have gotten it within the first few days, but then I’ll go back and reiterate it. By the third time, they’ve got it and they know me. I definitely have to be the one to open my mouth about my special needs. That is somewhat frustrating. I guess, frustrating isn’t the best word. Probably, embarrassing.
Failure, in my eyes, is not an option. So I have to do what I have to do to be successful in my schooling. There is an initial reluctance that I think a lot of soldiers go through. They’re reluctant to raise their hand and say: ‘Hey, I need help. ‘
3PLAY MEDIA: As a soldier, you, and people like you, were trained to be self-sufficient in so many diverse situations. Do you think that is why it can be hard to ask for help from other people?
DOMINIQUE WILLIAMSON: Yes. I think it’s based off rank. For instance, if you have a lower enlisted soldier, they’re in a position where they’re expected to ask for help, mainly because they’re still getting groomed in their profession. But with a person like me – I was a First Sergeant and in charge of hundreds of soldiers – I was the one that folks would come to asking for help. I was never the one to ask for help.
So now, dealing with physical, mental, psychological and emotional stresses, I’m in a role reversal. It’s very difficult; you go from being the person gives answers, to the person who’s asking questions. I have to humble myself to get the help that I need.
3PLAY MEDIA: Do you know other veterans, who are students and have accessibility hardships, that don’t ask for assistance?
DOMINIQUE WILLIAMSON: Yes. I think that faculty and staff should be trained to observe some of the symptoms that might be associated with these problems so they can reach out to a person that’s more reluctant to ask for help and say: “Hey, I’ve noticed that you’re a little withdrawn.” Then, maybe they’ll learn a little more.
When someone comes to you like that and shows you that they care for you, instead of being another number in a classroom, I think this can pull a person out of their shell and help.
3PLAY MEDIA: When you sign up for a class, what steps do you take to facilitate your learning experience? What advanced preparation do you do?
DOMINIQUE WILLIAMSON: I’m still close to the base, so instead of going through the actual school, I sign up for my course through the Military Educational Center. They have liaisons from the school used to working with military personnel, most of whom are ex-military. They have a certain level of sensitivity and understanding of what a soldier goes through, but they’re attached to the university, helping bridge the gap for us.
That has helped me out significantly, we also have our own academic advisers. It really makes the process easier for us, instead of going into a university and being overwhelmed by no one having any sensitivity towards your particular needs. Many of us have apprehension when starting our education again, after so many years. You’re not the average person coming from high school; you’re so far removed from it.
3PLAY MEDIA: When you get a syllabus at the start of a new course, do you have a procedure or checklist for review? How do you know which course materials might be easy for you to consume and what might be more difficult?
DOMINIQUE WILLIAMSON: That’s a good point. What I do right now, I sit down with my adviser. We go through the syllabus and the advisor gives a professional opinion on whether they feel that this would be something that might be too overwhelming for me, or might be doable.
They break down the entire syllabus and just walk me through it, so I get a good understanding before I commit to taking the class. It gives an extra layer of assurance for success in the class.
Some classes require me to retain information a lot longer than others. If it’s something that I only need short term, I can grab onto it. But if it’s long term—for example, if I’m reading Plato, Aristotle or Decant, which is already difficult to read, remembering it can be even harder. In classes like that, they allow me to have a tape recorder. Now I’m able to go home and regurgitate the lecture. Listening to it several times allows me to hold onto the information, at least long enough to take the quiz, and make a successful grade.
3PLAY MEDIA: It sounds like a selection process. Deciding what you’ll be able to absorb, or not, and then finding solutions?
DOMINIQUE WILLIAMSON: Yes, and it’s frustrating at times. You want to be able to function, operate like anyone else. But there are times you just cannot. I’m a perfectionist. I’ve always pushed myself to be the best that I can be.
But frustration becomes negative. It can put you in a state of depression, questioning: “Should I even do this?” But, you need to continue. Don’t stop. Don’t quit. By the time you go through that big circle, it’s exhausting.
3PLAY MEDIA: If you could give three tips to other veterans going through similar situations, what would those be? How can they take control of their education?
DOMINIQUE WILLIAMSON: First, I would say, do the research– choose the university that tends to your need. Not all universities are made equal when it comes to offering assistance to the disabled. There are some schools that are a little bit more user-friendly. Those are the ones that I would focus on versus a university that does not take a priority stance on helping a small percentage of disabled.
The second tip I’d give them is to actually get up and do it. There is a fear, that despite wanting to, will cause you to just sit there. Just get up and take that leap of faith.
Thirdly, realize that there are safety nets and programs that will catch you when you fall. There are folks in disability services as well as military liaisons here to help navigate you along the way.
3PLAY MEDIA: All right, Dominique, thank you. Thank you so much for taking the time to talk to us.
DOMINIQUE WILLIAMSON: Thank you so much for talking to me, have a good day.