VIDBE-Q 2026 Volume 71 Issue 1
pursue this path in a meaningful way. While I entered college with some
scholarships, knowing that my preparation program could be fully funded removed
a significant barrier. It allowed me to focus on my studies, commit to staying in the
profession, and graduate without the weight of financial stress. That support gave
me the space to fully invest in my learning and deepened my commitment to the
work.
Today, I serve as the Assistant Education Director of Vision Services at
Perkins School for the Blind in Massachusetts. In this role, I directly supervise,
mentor, and provide instructional support to TSVIs, COMS, Assistive Technology
Specialists, and Literacy Specialists across campus programs. Since graduating ten
years ago, my work has impacted students, families, and professionals throughout
Massachusetts and around the globe.
I began my career providing itinerant vision services to students across the
state, which gave me a strong foundation in understanding the wide range of
service delivery models and student needs. I later transitioned to campus-based
work, supporting students with a variety of learning profiles and complex needs.
Three years ago, I had the opportunity to expand my impact globally through
Perkins' international work. In that role, I supported, trained, and mentored
educators and professionals from around the world, with a focus on best practices
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