VIDBE-Q Volume 69 Issue 4
Stacy Kelly
Northern Illinois University
skelly@niu.edu
More than a decade ago, I authored a manuscript published in the Council
for Exceptional Children (CEC) Division on Visual Impairments Quarterly journal
that provided parents and teachers of students with visual impairments with
strategies for supporting and monitoring their students' digital social interactions
(Kelly, 2011). At that time, it was evident that social interactions were increasingly
occurring through online platforms, presenting both opportunities and challenges
for students with visual impairments. My previous manuscript was written prior to
the advent and widespread use of most online social media platforms that are
prevalent today such as YouTube, TikTok, Instagram, Snapchat, and X (formerly
named Twitter) to name a few. Therefore, this article aims to provide an update on
this topic of digital social interactions for educators (i.e., teachers of students with
Digital Social Interactions: An Update on the
Need to Support Students with Visual
Impairments in their Social Media Use
