VIDBE-Q 2026 Volume 71 Issue 1
Beyond gaining braille literacy, the program equipped me with a wealth of
specialized skills that have profoundly enriched my teaching practice. I developed
effective strategies tailored to the unique needs of students who are blind or
visually impaired, ensuring every student can access and engage with their
educational materials. I learned how to conduct functional vision assessments in
diverse, practical settings, which is a critical skill for assessing how a student uses
their vision within their learning environment and can help identify specific vision
challenges. I also became well-acquainted with a variety of vision technologies and
adaptive tools that significantly enhance the access of students who are visually
impaired. I learned methods for modifying classroom materials so that every
teaching moment is inclusive and accessible. The program required 110 field
hours, including a rigorous practicum that provided essential hands-on experience,
real-world insights, and the chance to apply the skills I had been learning. During
these hours, I observed not only my exceptional mentor but also many of my
colleagues, an experience that greatly enriched my knowledge of strategies for
teaching students who are blind or visually impaired. In addition, I had the
opportunity to practice writing lesson plans and writing clear, comprehensive
Individualized Education Program (IEP) goals that reflect each student's unique
needs and skills. Integrating all these specialized skills into my practice not only
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