Know Where You Are Going
Identifying short-term and long-term priorities in regard to AT with each
student on the TSVI's current caseload can allow for successful navigation along
the path. McLinden et al. (2016) named two distinct areas of focus for TSVIs. In
"learning to access," students in their younger years are learning how to use
assistive technology and may require additional adaptation of content. With
"accessing to learn," older students have mastered the AT skills necessary to
independently access and produce content. The authors note an ongoing tension
between these immediate needs and long-term needs; TSVIs may postpone this
second form of access to focus on the tasks that take precedence in the present.
While keeping in mind the dual concepts of "learning to access" vs. "accessing to
learn," it is important to identify both short-term, present needs and long-term,
future needs through ongoing assessment. Siu and Presley (2020) offer a
comprehensive assessment tool for examining both areas of needs that offers
expert guidance to support even the newest and least experienced AT travelers.
Overcome Obstacles Along the Path
In working with AT for students with visual impairments, veteran TSVIs
and new TSVIs alike may face obstacles along their paths. Technologies for this
population are complex and wide-ranging. Given the rapid pace of change in both
mainstream and proprietary technology, it can feel impossible to keep up.
