INSIDE DOUGLAS COLLEGE / February 18, 1992

 

CIS student
succeeds with
DSS help

On the exam schedule it was
listed as a three-hour Computing In-
formation Systems final. But after
eight hours, John Ducharme was
still alone in a small room with his
eye pressed up to a specially
modified computer-display terminal.

For the Douglas College student,
who is legally blind with five per-
cent vision, it was just another
example of doing what is necessary
to complete a Computer Informa-
tion Systems degree. Ducharme
doesn’t consider himself ‘special’
because of the extra work. But he
says that while people with dis-
abilities can succeed in challenging
courses, they must be focused to do it.

“You can’t sluff off because you
are always having to compensate
for the disability. You have to be
prepared to be dedicated,” says
Ducharme, who scored an A-minus
in the exam and has completed 12
of 20 courses in the program. “Most
of the things | do can take two-three
times as long as for other students
but I’m really happy with my
progress.”

Ducharme and other students do
not struggle alone. The College’s
Disabled Student Services provides
assistance through instructors and
student tutors, as well as special
equipment like voice synthesizers
and modified computers, audio-cas-
sette versions of text books.
Ducharme says education would be
“much more difficult” without such
support. Still, he must deal with
obstacles unknown to sighted stu-
dents, everything from blurry
staircases (painted steps help) to
hard-to-find tape texts.

“Last fall, one text | needed in
September was not available until
mid-October so student assistants
had to come in each week and read
the parts of the book | needed,” he
says. “I also buy the textbook be-
cause sometimes there are changes
between an old tape | am using and

 

 

 

 

 

John Ducharme uses a modified computer—display terminal for his
Computer Information Systems courses. The legally blind Douglas
College student expects to graduate in 1993.

 

the current issue of text. Sometimes
entire chapters will be shifted
around.”

But Ducharme’s main concern as
a student is that future governments
might cut funding to help people in
his position. “Without funding,
people who need some help won’t
be getting it down the road.”

Putting things into perspective,
Ducharme’s concerns as a future
graduate sound like any other stu-
dent.

“I'd like to be done because I’m
38 and as you get older you know
it’s going to be harder to find a job.
Then you add the disability and
downturn in the economy and it
can make school life pretty stressful.
But my hope is when I’m done | can
get into computers because that is
what | like to do.”

He may celebrate a little extra
when he dons the graduand’s cap
and gown in 1993. The Computer
Information Systems program is
generally a two-year course, but
since he can only take two courses
per semester (instead of the maxi-
mum five), Ducharme’s stint at
Douglas College stretches back to
fall of 1989.

“| still have nagging thoughts
about finding work, and graduation
is still so far away, but I’m sure that
when it happens I'll feel great about
it. It will be a big achievement and
I’m sure there will be a sense of
accomplishment.” &

 

Multicultural curriculum
continued from page 1

training for Douglas College
employees. “We have to look at the
College and the community as a
whole. As an organization, we need
to consider what our student

| population looks like, and how our

instructors and staff reflect that. We
need to help them learn better.”

As Chan notes, change has to
begin at the top. “The first focus is
on administration because they set
the tone for what goes on. Impact
on the top levels and their attitudes
has to occur. No change occurs
without their sensitivity,” she says.

The curriculum is being
developed through a process of
consulation with senior and mid-
managers, the Personnel Depart-
ment, the DCFA and BCGEU, and
other educators as to the direction it
should go, and what the content
should be. The training plan is due
to be completed this April, with a
pilot to begin in May or June. Ul
timately, Chan wants a commitment
to a training plan through senior
administration.

“We're hoping there will be a
general buy-in to the plan,” she says.

For more information on the
multiculturalism curriculum develop-
ment, contact Adrienne Chan at
5168. a