VIDBE-Q Volume 69 Issue 2
2022), and reduce disparities among working professionals with disabilities. When
students with disabilities choose to pursue careers in special education, they often
enter the categorical area that reflects their own disability (Otis-Wilborn et al,
1991). The ripple effect, as noted for students in historically underrepresented and
marginalized groups who are taught by teachers who share their identities (Egalite
et al., 2015; Fregni, 2019; Redding, 2019), is a pool of potential teacher candidates
with disabilities that exemplify possibilities for success in becoming these
students' future role models (CEC, 2016; Neca et al., 2022).
Unfortunately, becoming a teacher for an individual with a visual
impairment (VI) presents attitudinal, environmental, and accessibility barriers that
often lead to negative long-term consequences including leaving the teaching
profession and scarred disability and teacher identities (Parker & Draves, 2017;
Strimel et al., 2023). In seeking to learn more about how to support these students,
I led a study that explored the experiences of teacher candidates with VI seeking
careers as teachers of students with visual impairments (TSVIs). I aimed to learn
about the motivating factors that led these students to pursue careers in education
and how the experiences in their teacher preparation programs (TPPs) encouraged
students' participation and persistence in higher education. I utilized qualitative
research methodologies to not only interview teacher candidates but also field
professionals and professors with VI to showcase a holistic picture of what it is
