VIDBE-Q 2026 Volume 71 Issue 1
platforms, screen readers, and remote-access tools. It became clear to me that if I
wanted to continue providing the highest level of support to my students, I needed
to deepen my knowledge in assistive technology.
This realization motivated me to pursue my M.Ed. in Visual Impairments
with a focus on Assistive Technology at the University of Massachusetts Boston
(UMass Boston). The program's remote format was especially appealing, as
relocating was simply not an option for me. Finding a reputable program that
allowed me to continue working while advancing my education felt like the perfect
fit.
During my graduate studies, I had the privilege of being supported by
federal funding from the Office of Special Education Programs (OSEP), along with
partial support from my employer. This financial support truly changed the
trajectory of my graduate experience. Because the OSEP funding covered tuition,
fees, books, and essential supplies, I was able to fully immerse myself in my
coursework without the weight of future debt looming over me. I appreciated that
the grant was specifically designed for teachers who planned to remain in the field
for at least three years after completing their program—a commitment I was not
only willing to make, but eager to fulfill. This funding allowed me to focus on
learning the technologies, teaching strategies, and research-based practices that
would later shape how I support students today.
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