VIDBE-Q 2026 Volume 71 Issue 1
My time at UMass Boston offered me countless opportunities to refine my
skills and engage with professionals who were at the forefront of the assistive
technology field. I learned to analyze accessibility barriers, evaluate technologies,
and design instruction that addressed the diverse needs of students with visual
impairments. The program pushed me to think more deeply about independence,
access, and the role of technology in supporting agency for students. Without the
financial and institutional support, I received, I would not have been able to devote
the same level of energy and focus to my coursework, collaboration, or
professional development.
I am now in my tenth year as a TSVI for Carroll County Public Schools in
Maryland. In this role, I support students from birth through age 21 with a wide
range of visual impairments and educational needs. Each day presents new
challenges and new learning opportunities, and I continue to be inspired by the
resilience, creativity, and determination of the students and families I serve.
My work spans a diverse range of environments and developmental stages.
For infants and toddlers, I support early literacy, sensory development, and family
coaching. With young learners, I adapt curriculum, introduce tactile learning
strategies, and collaborate closely with classroom teachers to ensure equitable
access to instruction. For older students, I focus on developing the skills they will
need for independence—whether that involves assistive technology, braille
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