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The reading needs of those who have not yet achieved proficiency-language learners, such as adults with normal hearing learning English as a second language and deaf adults-differ from the needs of fluent readers. The author explains how writers can use specific strategies to alleviate the difficulties these readers experience.

Electrical engineers usually write for two classes of readers: other engineers and the general public. Within both of these groups there are disadvantaged readers. Often, fellow engineers are natives of countries where they learned a language other than English as their first language, and who in some cases have not mastered English. A recent issue of The Institute discussed the large number of non-U.S. nationals who are obtaining electrical engineering degrees in the U.S., and how many of them have chosen to remain in the U.S. after obtaining their degrees — especially graduate degrees. Within the general public, there are also people with reading disadvantages. They include prelingually deaf persons and those with learning disabilities sprinkled in the general population and any engineer who writes for general consumer audiences (e.g. consumer electronics or public statements on power plant safety) should be aware of the problems of disadvantaged readers and attempt to accommodate their needs.

Many classes of disadvantaged readers fail to correctly comprehend agentless passive voice sentences. Students in a physics class at the National Technical Institute for the Deaf were given the Test of Syntactic Abilities to ascertain whether they could comprehend the passive voice structures commonly found in technical texts and reports. The results showed that 50% of these prelingually deaf college freshmen failed to comprehend sentences with agentless passive.

Assessing the vocabulary range of the audience for an engineering document is not an easy task and is even more difficult when the audience includes disadvantages readers. This report supports the hypothesis that the less often a word appears in print, the less likely it is to be known by a reader. A test was given to 277 hearing students ranging in age from 9 through 14 and to 438 hearing-impaired students ranging in age from 10 to 19, including the special case of college freshmen. Results showed that prelingually deaf students trailed far behind their hearing peers; e.g. hearing subjects knew 63% of the words up to the 24000th word, while hearing-impaired subjects knew only 62% of the words up to the 2000th word.

Accuracy, clarity, and efffectiveness are basic qualities of good technical writing. If there is conflict in accommodating all three simultaneously, or when stylistic choices are being considered, writers should not sacrifice accuracy for clarity nor accuracy and clarity for effectiveness. The priority of accommodation is accuracy, clarity, effectiveness: ACE.

Requirements of accuracy in technical writing overwhelm considerations of stylistic grace. Analysis of the resulting technical style, however, often reveals a discrepancy between technical and verbal accuracy. The object of verbal form is an accommodation between grace and accuracy. Several avenues to achieve this accommodation are presented from Martin Buber's I and Thou to psycholinguist theorists such as George Miller and Walter Kintsch. Linguistic theory and literacy analysis can also provide means of reestablishing grace, not as replacement, but in contention with technical accuracy. The aims of technical discourse, like that of all other discourse, should include the gracefulness of one human being speaking to another.

IN THE FALL OF I 97 5 the 94th Congress passed Public Law 94-142, which maintained the equality of rights of children in the pursuit of education and made mainstreaming the rule rather than the exception. Although much has been said about the disparate burden this mandate places on the classroom teacher, the intent is humane and just: all persons have a rightful place in society, and society must accommodate certain individual differences. One handicapped group that has already begun to assert its rights and claim its space in the larger society is the community of the hearing impaired. Because of the nature of this particular handicap, it almost seems that PL 94-142 was written especially for them. The only handicapping feature of hearing impairment is the restriction or loss of the ability to communicate with the larger, hearing population. Consequently, this handicap is bilateral: the larger society is also by its inability to communicate except through written or oral language. Therefore, mainstreaming the hearing impaired at a very early age, in spite of the difficulty teachers will have writing individual learning programs, will bring both of these groups to a point of mutual understanding and acceptance, enlarging and enriching the mainstream these students join. The future is bright and hopeful. However, what do we do with the young adults who have finished their public schooling and now, facing forty to fifty years of participation in the adult world, need additional training and skills? The post-secondary schools already in existence that provide programs or services for the hearing impaired are few and widely scattered. And the only liberal arts college for the deaf, Gaulladet, couldn't possibly bring this kind of education within reach of the multitude of qualified persons within this group. This relative dearth of post-secondary opportunities for the deaf, coupled with the increased emphasis on education of the in general, is going to have a definite impact on many colleges that may have never even heard of Public Law 94-142. As more and more hearing impaired individuals who are now in high schools recognize their equality of rights in the pursuit of education, their goals will rise. And being unwilling to travel to Minnesota, Louisianna, or D.C., they will begin to knock at the doors of their own state insstitutions. Section 504 of the 1973 Rehabilitation Act (PL 93-112) prohibits these institutions from using a person's handicap as a determining factor in admissions, and there seems to be evidence that the institutions will have the responsibility of accommodating the handicap to whatever extent possible. However, many of these institu-

The quality of philosophy journals varies widely; hence, a basic problem is quality control. The minimum standards instituted by the Association of Philosophy Journal Editors to protect authors from unjust treatment by editors are presented. The lack of existing standards concerning the use of referees, blind refereeing, and sharing referees' comments with authors is also treated. The efforts of some journals to provide their referees with written statements of the standards that an article must meet to be published are viewed as encouraging. Although the general lack of standards is certainly a problem, the organizational controls required to establish and enforce uniform standards across a discipline might limit creativity and individual freedom to the point of being morally unacceptable.

This conversation shaper synthesizes research on neurodiversity, intersectionality, and writing center pedagogy, highlighting how these elements can shape inclusive practices for all students, particularly neurodivergent students. By focusing on the intersections of neurodiversity, race, and gender, this review aims to challenge writing center practices to better serve diverse learners and foster more accessible educational environments. Understanding the complexity of students’ identities is essential in crafting more inclusive, flexible pedagogical strategies that cater to neurodivergent students.