that can guide TSVIs and students alike on that journey. AT for individuals with
visual impairment is one critical element on the map of the landscape of visual
impairment education. Through a series of focus groups, Smith et. al (2008)
outlined a list of 111 assistive technology competencies for TSVIs across the
following categories:
• Foundations of AT
• Disability-Related AT
• Use of AT
• AT Instructional Strategies
• Learning Environments
• Access to Information
• Instructional Planning
• Assessment
• Professional Development
• Collaboration
The expansive list of specific competencies organized into these categories
offers a full picture of the broad network of possibilities for evaluation,
programming, and implementation of AT for students with visual impairment. As
McNear & Farrenkopf (2014) noted, there is no singular way through the AT part
of the visual impairment education landscape traversed by all students; factors such
as prior skills, needs, age, complexity, and goals all play a role in determining each
student's individualized route. TSVIs can consider themselves as tour guides,
accompanying their students along their individual pathways across this vast
landscape.
