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