VIDBE-Q Volume 68 Issue 1
Erika Fundelius
Florida State University
efundelius@fsu.edu
• Do you have families where the caregiver(s) request a translator for
education related meetings?
• Have you heard any of the following myths, (1) student is struggling because
they are not proficient in English, (2) we are not sure whether the student is
struggling because they lack English proficiency or due to a learning
disability, therefore let's try special education classroom for supports, or (3)
English-learners should be taught English only to minimize academic
struggles (Hamayan et al., 2023)?
This year's CEC-DVIDB pre-conference focuses on assisting you in your
work with students who are language learners. I am a teacher of students with
visual impairments (TVI) and a certified orientation and mobility specialist
(COMS). I am also a first-generation immigrant. I speak English as a second
language. I am an English language learner and have a multilingual home. I have
traveled extensively and had the privilege of interacting with people from many
parts of the world. Yet beyond my personal experiences, what makes me qualified
Supporting Students with Visual Impairments
When Language Might Be a Barrier
