Navigating disability disclosure in the Writing Center: The other side of the table

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Navigating disability disclosure in the Writing Center: The other side of the table

Lately, I have been writing eagerly on the subject of writing centers and disability disclosure. An important topic, for certain, but much of what I am researching and writing deals with sessions in which it is the tutee/writer who has a disability and therefore must navigate disclosure. In thinking about this, I am asking myself: What does disclosure in writing centers currently look like for a tutee with a disability? What should it look like? How does how we handle disability disclosure inform our practices—and how should our practices inform how we handle disability disclosure?

And yet, dealing with disclosure in the writing center is an everyday occurrence for me—only in the opposite direction. This is because 100% of my sessions happen with a person with a disability—but that person is me. 

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Kerri Rinaldi is a faculty writing center consultant at Drexel University. Her research interests include self-initiated writing practices and the framing of disability in writing center theory and practice

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The Accommodation Process: Disability in the Writing Center

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The Accommodation Process: Disability in the Writing Center

When I first began working in the Writing Center, I was pretty astonished at the “types” of consultations that begin to appear over and over again: the brainstorming consultation, the revision consultation, the personal statement or application consultation, the ELL consultation, and finally the disability consultation. Every type seems to have its own unique mood and methodology, and now I find myself stepping into the rhythm of each writing project with a sense that I’ve heard this melody before. This is perhaps because I myself, like all other writing center consultants, have also experienced the writing process over and over again at each of its stages. But I also have experienced a different process, separate from writing, which is nonetheless deeply ingrained into my own writing center rhythms. My process is the process of requesting disability accommodation, not for my clients, but for myself. “Hello,” I say, “welcome to the writing center. Usually we go ahead and ask you where you would like to sit. But I do things a little differently. I am hard of hearing, and I need a more quiet space so that I can hear you and help you. Would you mind following me?” The students are always very accepting – they smile, they say, “that’s okay,” and they usually take the trouble to speak up when asked. I’ve never had trouble with this step in the process— each student I’ve worked with so far has been as eager to help me as they were eager to be helped.

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Disability Advocacy at the Writing Center

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Disability Advocacy at the Writing Center

This semester, the UWC has introduced a series of workshops designed to help consultants better address the needs of UT’s diverse student body. I attended the first workshop, the disABILITY Advocate Program administered by Services for Students with Disabilities (SSD).  

SSD is currently housed in UT’s Division of Diversity and Community Engagement rather than in an academic or medical division. This residency reflects a growing trend in accommodation services—the determination to understand disability through a minority model. This newer model contrasts older medical perspectives, which considered disability a problem that needed a cure, or even slightly more recent social models that encourage changes in environment to make spaces more accessible. In disability advocacy today, the question is no longer just how to make classrooms, campuses and centers accessible. Instead, experts focus on accommodation and INCLUSION, practices that welcome all forms of diversity by fostering what SSD calls “meaningful participation and a sense of belonging” for each student.   

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