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DIC
Continued from Page 1
"All student programs that
we fund are unique in that their
directors go through the evalua
tion process, and they are hired
each year according to the green
tape notebook." I^chkar said.
Also, there are no student
representatives on the DIC’s ad
visory board, which is made up
of administrators, community
members and University
officials.
I-ast year during the hear
ings, it was repeated many
times that students were
necessary on the board, and DIC
said they would like students
on the board; however, a year
later, there an; still no students
on the board," Lachkar said.
Although the ASUO does not
believe the DIC is eligible to
receive funding, that does not
mean they do not approve of
what the DIC is doing, said
Caitlin Cameron, ASIJO vice
president.
IFC member Katy Howard
agreed.
"I certainly support DIC in
theory and would really like to
see something worked out in
future," she said.
The DIC had received money
from the Lane County Joint
Social Services fund, but this
account will run out at the end
of February.
According to director Patti
Worthen-Hunt. the DIC pro
vides telephone referrals and in
formation to students as well as
print materials and library
facilities.
Kaye said the DIG is aware
they need to change many
policies to become eligible to
receive IFC funds in the future.
“We realize we need to in
volve students in our program
much more than they are now,”
Worthen-Hunt said.
Recently the DIG had been in
volved with Alcohol Awareness
week and with training students
through Impact Training.
“I really feel as if there is a
move toward student involve
ment in these issues, and DIG is
willing to be a coordinate for a
lot of those projects.” Worthen
Hunt said.
The University had promised
a matching grant of $2,500 as
long as the IFG would fund the
other $2,500.
Continued from Page 1
to the entire tape.”
The time crunch is an
obstacle many visually im
paired students learn to work
around.
Students prepare class
schedules two to three weeks
before the end of the term and
then begin the search fora list of
books to be used in next term’s
classes. Recordings of books are
TAKE PART
IN THE
Take-a-Duck-to-Lunch Program
Hungry to learn about your future and what your chosen field of study
nay lead to? Then satisfy your palate with a professional' Local business
people in our community who have volunteered to take part in the
"Take-a-Duck-to-Lunch" program will treat you to lunch and share with
you the perfect recipe for getting that first job. They will come prepared
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The Student University Relations Council and the Eugene Chamber
of Commerce will match upper division students and Eugene business
people for an hour of lunch-time conversation on Tuesday, February 3
or Wecbiesday, February 4. Applications must be turned in to
Johnson Hall no later than January 20. After your application has
been reviewed and a match has been made, we will send you a notification
letter. You, the participant, will then be responsible for contacting the
business person to arrange the date and location of the lunch meeting.
And yes, it will be the responsibility of the business party to pay for the
lunch.we starving students and all that, you know.
Just fill out the application form below and start preparing for the
feast of your future.after all, you are what you eat!
TAKE-A-DUCK-TO-LUNCH APPLICATION
Your Name___
Residence address _
Work address (if any)___
Day phone number _Evening phone number _
Major field of study
Career Goal ____
Date(s) available ___Time of day
.Interests/hobbies __
Your signature __
Plta^t ittuAJi you* compltiat dpvO.aiCi.on
by wtt/ll to: OFFICE OF UNIVERSITY RELATIONS.
tOt Johnson Hall.
EvtXa Apptj.aUj.on* at
tOt JoAiuon Hall
ordered from the Oregon State
Library Services for the Blind
and Physically Handicapped.
Orders should be made no
later than four weeks before the
start of classes so students can
get a recorded copy of their
books early in the term.
This gives volunteer readers
time to make a recording of a
book if a copy of the material
cannot be found, said Destene
Hammond, textbook production
coordinator for the talking book
and Braille services.
But the process isn’t as easy
as it seems.
Visually impaired students
who have no funding often rely
on volunteer readers. These
students depend on the will
ingness of other University
students to spend an hour or
two of their time reading class
materials to them.
Because many University
classes are geared toward the
sighted, visually impaired
students often rely on state-paid
notetakers for class notes.
To keep up with class lectures
and discussions, visually im
paired students learn to be
“highly organized when doing
‘A lot of things that seem very simple
and are very simple for other people aren ft
very easy for people who are visually
impaired. ’
— John Bundy
Sometimes “it’s impossible
to find out in advance what
lK>ok the instructor will be us
ing next term," said l.ori
McTavish, a junior majoring in
leisure studies and services.
And when “you do find out
the titles of the books, they may
not he the same ones that will be
used later," said McTavish,
who has partial side vision but
cannot see from the front of her
eyes.
“A lot of times I have to find
readers to cover sections that
have been goofed up on the
tape,” she said.
Readers help students keep
up by reading class materials to
them. But even finding readers
can cause a problem if the stu
dent cannot afford to pay them
for their time. Although some
funding for reader services is
provided for by the Oregon
Commission for the Blind,
eligibility requirements must be
met.
Only students who have
20/100 vision, are certified as
being legally blind, and who
have applied for other forms of
financial aid and are receiving
job training are eligible for the
state program.
Five visually impaired
students at the University cur
rently are being aided by the
Oregon Commission for the
Blind, which provides funding
for notetaker and reader
services.
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their schoolwork,” McTavish
said.
Exams, some of which are
taken orally and others of which
are administered by readers,
often are based on an honor
system, McTavish said.
Besides, “it would be a waste of
time trying to cheat because my
vision is so slow.“
Most of the time, instructors
are sensitive to the student’s
needs, McTavish said. But
sometimes instructors “forget
what you have to go through to
keep up with the rest of the
group.”
To make instructors more
aware of their situation, visual
ly impaired students learn to be
more assertive and are more in
dependent than the average stu
dent, said Hilary Gerdes,
counselor for students with
disabilities.
Dependency is a big issue for
them, Gerdes said. Many suc
cessful students who are visual
ly impaired “don’t want to be
singled out and will ask for help
only when they really need it,”
she said.
Being able to do things for
themselves makes a big dif
ference, and complaints about
their situation are rarely heard,
Geides said.
"They really have to take
responsibility and figure out
how they’re going to solve their
problems.”
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