Division on Visual Impairments

VIDBEQ 66.3 Summer 2021

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1400854

Contents of this Issue


Page 24 of 50

VIDBE-Q Volume 66 Issue 3 understandings to support students beyond access and direct provision of minutes. As we teachers approach the year with vim and vigor, eager for a return to a semblance of normalcy, we should not forget these new social emotional tools we developed to better support our students. In the upheaval and emotional duress the pandemic brough to all our lives, a narrative emerged on the profound and initially overlooked impact on the mental health of students, and the pressing—dire--need to address it (Prothero, 2020). Students are inextricable members of their communities, and the same hardships of losing work, fear of community spread, and heart-wrenching deaths affected and continue to affect them. Often times, students shouldered responsibilities beyond their years to support their families, from taking jobs to becoming teachers for their younger siblings (Cardona-Maguigad, 2020). It is important to remember Augestad's (2017) systematic review of mental health for children and young adults with visual impairments. Her review compiled and highlighted how students with visual impairments faced more emotional problems than their signed peers. It would be naïve to think that this predicating landscape of mental health struggles for students with visual impairments would operate in isolation from pandemic struggles. Our students, their families and communities have and continue to face existential struggles in their daily lives while also handling mental health concerns as related to their visual impairments and other conditions.

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