VIDBE-Q 2026 Volume 71 Issue 1
creatively and pushed me to problem-solve in meaningful ways. At the same time,
I struggled with feeling that my own needs as a student weren't fully being
supported. This combination of wanting to specialize and wanting an environment
that aligned more closely with my goals ultimately led me to transfer to Kutztown
University.
The decision to transfer was not an easy one, but it was an intentional step
toward a future that felt much more aligned with my values as an educator. It was
at Kutztown that I first learned about the TSVI program, and as soon as I was
introduced to the field, I was intrigued. I quickly became fascinated by the unique
blend of creativity, specialized knowledge, advocacy, and human connection
required to support students with visual impairments. The more I learned, the more
confident I became that this specialty would allow me to make a meaningful
difference in the lives of students who often require individualized and adaptive
instructional approaches.
After earning my degree and spending several years working as a TSVI, I
began to see firsthand how rapidly technology was evolving—and how profoundly
the right tool or strategy could impact a student's ability to participate,
communicate, and thrive. My teaching experience during the COVID-19 pandemic
further illuminated just how essential assistive technology had become. Students
who had once relied heavily on in-person support were suddenly navigating digital
34
