VIDBE-Q 2026 Volume 71 Issue 2
Technical Assistance Network [PaTTAN], 2023). Using these resources can help
teams move beyond preference-based decisions.
2. Strengthen Professional Competency in Both Codes
Engage in ongoing professional development.
Limited training is one of many factors that influences teacher confidence
and instructional decision-making (Hong et al., 2017). TSVIs should actively and
consistently seek opportunities to build fluency in both math braille codes through
regular practice, professional development, collaboration with other professionals,
and application with real instructional materials. This may include setting aside
time each week to practice reading and writing math braille, working through
examples from current student materials, and engaging in collaborative problem-
solving with colleagues. TSVIs, families and other IEP team members can access
free, widely available resources such as BANA guidelines, codebooks and
publications, and online training modules to build their knowledge and skills. In
addition, tactual items are available from several entities that can be used as
resources for students who are blind or have low vision.
Collaborate with colleagues and mentors.
TSVIs who feel less confident in their braille knowledge and skills should
seek support from experienced colleagues and university faculty. Collaboration
across the IEP can also improve understanding and implementation.
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