VIDBE-Q Volume 69 Issue 4
The issue begins with a piece from Dr. Stacy Kelly, chronicling the
importance of digital interactions and appropriate social media use in today's age.
Keeping up with the range of devices and training required presents a challenge
best met through collaboration and community, so the next several articles provide
guidance in this area. Dr. Yue-Ting Siu describes how to build communities of
practice to strengthen skills, while Dr. Michael Tuttle offers recommendations for
team-based implementation of AT training and maintenance. Dr. Beth Jones
shares specific strategies to guide TSVIs as they partner with general education
teachers. Assistive technology professional Leslie Weilbacher illustrates how
educational escape rooms (EERs) based on universal design for learning (UDL)
can promote student use of assistive technology while working in groups of sighted
peers.
As students transition from the K-12 school setting, they will need to use
their AT skills across a range of different environments. Dr. Adam Wilton
describes how TSVIs can pair design thinking principles with the Expanded Core
Curriculum (ECC) to build capacity in creative problem solving. Young adults
who are blind or have low vision will encounter different tasks that require
assistive technology in the workplace, which means these skills will be more
important than ever. Boydston et al. present results from two recent studies
detailing AT device use by young adults at work, as well as what training they
