VIDBE-Q 2026 Volume 71 Issue 1
capacity to think creatively, problem-solve in real time, and approach each student
with a mindset that prioritizes access, adaptability, and potential.
Looking back on my journey—from early childhood education student, to
transferring universities, to becoming a TSVI, and eventually specializing in
assistive technology, I see a path defined by growth, courage, and purpose. I have
learned to trust my instincts, follow my curiosity, and embrace the ever-changing
nature of technology and education. Most importantly, I have learned that
supporting students with visual impairments is not just about teaching skills; it is
about fostering independence, dignity, and confidence.
I am deeply grateful for the experiences and support that have shaped me as
an educator, and I remain committed to staying current with emerging technologies
and best practices. My work continues to be motivated by the belief that every
student deserves meaningful access to their education—and that with the right
tools, strategies, and support, they can thrive.
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