VIDBE-Q 2026 Volume 71 Issue 1
literacy, self-advocacy, or preparation for life after high school. Across all age
groups, collaboration is at the heart of what I do. I regularly partner with families,
early intervention providers, occupational therapists, physical therapists, classroom
teachers, and other related service providers to ensure that each student has the
tools and strategies they need to succeed.
The integration of assistive technology has become one of the most dynamic
parts of my work. Just in the past school year, I have had the opportunity to apply
many of the skills I gained during my graduate program. I have helped students
learn to use screen readers such as NVDA, JAWS, and VoiceOver; supported
learners in navigating new accessibility features on classroom devices; and
introduced students to switch interfaces, eye-gaze systems, and other emerging
technologies. Each of these tools opens a new pathway to communication and
independence for students who may not otherwise have access to traditional
methods of interaction.
One of the most meaningful experiences this past year has been teaching a
student to type using Morse code through a two-switch interface. It is a method I
might never have considered before pursuing my advanced training, yet it has
proven to be an empowering and effective solution for this particular student.
Moments like these remind me why I pursued additional education: to expand my
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