VIDBE-Q Volume 66 Issue 1
visual efficiency skills. These and other CRP applications for VI professionals will
be further addressed in my DVIDB Pre-Convention presentation, with the aim of
encouraging and supporting VI professionals to adopt become culturally
responsive practitioners.
Note about disability language used in this manuscript:
I purposefully used identity-first language (e.g., blind and visually impaired
students) throughout the manuscript, in accordance with APA (7th
Ed.) guidelines, to demonstrate my solidarity with and respect for blindness
communities who have expressed preferences for empowerment through identity
and the corresponding use of identity-first language. Furthermore, the use of
identity-first language is a sign of respect for the articulated desire of blindness
communities for others to adopt identity-first language when referring to
individuals in their disability group. Additionally, identity-first language is the
most appropriate choice for the topic of my presentation and manuscript. A core
tenant of Culturally Responsive Teaching is to affirm and sustain students' cultural
identities, which, similar to disability identity, supports an individual's self-
determination.
