VIDBE-Q 2026 Volume 71 Issue 1
While this is my personal journey, I believe it reflects broader patterns that
continue to influence who enters the profession, how long they remain, and how
leadership capacity is developed.
Greater intentionality in creating awareness and exposure to vision education
as a career pathway earlier in educator preparation could strengthen our
recruitment efforts. Many individuals who become TSVIs or COMS have had
personal interactions or prior experiences with individuals who are blind or have
low vision. For those who have not had those experiences, like myself, intentional
outreach and recruitment are essential. If my guidance counselor had not
mentioned visual disabilities education to me, I would not be where I am today.
Information about the field should be shared widely with college advisors and
education faculty and should extend beyond higher education into K–12 settings to
build early awareness and interest.
For me, participation in a federally funded preparation program was a
critical factor in both choosing and remaining in the field of vision education. Not
only did it reduce a significant financial barrier, it also helped the profession feel
valued and validated. When paired with strong preparation and mentorship, federal
funding can do more than support individual professionals; it can strengthen the
low vision and blindness education workforce by creating pathways that are both
accessible and intentional. These investments support not only the preparation and
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