VIDBE-Q 2026 Volume 71 Issue 1
During a staff meeting that winter, I was intrigued when my supervisor
casually mentioned the existence of the Shawnee State University Intervention
Specialist: Visually Impaired Teacher Licensure Program—a state funded grant
program aimed at empowering educators to specialize in working with students
who are blind or visual impaired. Motivated by a desire to provide better support
for my student, I had begun immersing myself in research. I scoured the internet
for scholarly articles and participated in webinars to learn more about specialized
teaching methods tailored to visually impaired students. Yet the Shawnee State
University program continued to linger at the back of my mind as exactly the
professional development I needed for helping my student truly thrive. Then, in
mid-March, during a one-on-one meeting with my supervisor, I tentatively
mentioned that I had been considering the Shawnee program. To my surprise, my
supervisor responded enthusiastically, even sending an email a few days later to
inform me that the application deadline was rapidly approaching. The deadline was
just one week away! Suddenly, I was faced with a daunting decision: to return to
college after a fifteen-year hiatus, all while balancing a busy career and raising two
active children, one of whom was about to be a senior in high school. After many
thoughtful discussions with my family and careful personal reflection, I decided to
seize this remarkable opportunity. In a whirlwind of activity, I assembled my
application materials, acquired recommendations from colleagues, and poured
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