VIDBE-Q 2025 Volume 70 Issue 3
Hilary E. Travers, hilary.travers@vanderbilt.edu
Samuel Preston, samuel.preston@vanderbilt.edu
Katrina Dubree, katrina.g.dubree@vanderbilt.edu
Vanderbilt University
For more than four decades, the field of secondary education and transition
has focused on equipping young people with disabilities to succeed in their
schools, workplaces, and communities after graduation. Although the language of
"outcomes" has dominated this dialogue across federal legislation, the process of
transition is fundamentally concerned with supporting young people to have a high
quality of life (Turnbull et al., 2003). Yet, large disparities in outcomes persist
between students who are blind or have low vision (B/LV). The field of transition
undoubtedly requires new, innovative approaches to provide students who are
B/LV with experiences that address the pervasive gaps in their outcomes.
Moreover, professionals and families require support in facilitating high-quality in-
school experiences, particularly in rural and remote areas.
EMPOWERing Youth with Visual Impairment:
An OSEP-Funded Project
