VIDBE-Q Volume 69 Issue 4
Yue-Ting Siu
Washington State School for the Blind,
Northwest Center for Assistive Technology Training (CATT-NW)
ting.siu@wssb.wa.gov
Needs for ongoing professional development, and specifically professional
development of teachers of blind and low vision students (also known as Teachers
of the Visually Impaired (TVIs) or Teachers of Students with Visual Impairments
(TSVIs)), are critical to sustain high quality practices in a field where tools and
challenges are ever-changing. In the case of TSVIs' professional development
related to access and assistive technology (AT), the volume of training needs seem
to outweigh available resources more often than not. Interventions for remediating
and sustaining TSVIs' technology skills can vary between pre-service and in-
service contexts, and despite an infinite variety of training modalities, never feel
sufficient to meet every training need. This article is written with three goals in
mind:
A Playbook for Deploying Communities of
Practice Within
Train-the-Trainer Programs
