VIDBE-Q 2026 Volume 71 Issue 1
With sufficient funds in place, I began studying to become an orientation
and mobility specialist and a teacher of students with visual impairments. The
program at Northern Illinois University was rigorous, requiring 18 graduate credits
nearly every semester. I was able to build upon my experience in Latin America
and more thoroughly learn the multiple skill sets needed for my career, such as
instruction in braille, assistive technology, independent living skills, orientation
and mobility, and assessment of functional vision. During my student teaching and
orientation and mobility internship, I was fortunate to train under dedicated and
innovative mentors. After completing my practicum requirements, I earned an
M.S.Ed. in 2013.
Upon earning my degree, a career opportunity brought me to Virginia, where
I have been working for the last 12 years. During this time, I have served students
in school divisions from central to Eastern Virginia. Each school year has
introduced me to students of all ages, and no two days have ever been the same. It
is not uncommon for me to work with a high school student and then head to a
kindergarten classroom to meet my next student. I enjoy the challenge of shifting
my mindset, teaching strategies, and vocabulary as I encounter students of different
ages and personalities throughout the day.
42
