VIDBE-Q 2026 Volume 71 Issue 3
incidence population, I aim to fill critical literature gaps and develop evidence-
based strategies that empower parents to manage the multifaceted task of raising
children with dual sensory loss and complex comorbidities.
Under the mentorship of esteemed faculty members including Drs.
Makenzie Saviano, Michael Herbert, Derrick Rodgers, Marc Goodrich and Susan
Lovall, this mentorship has facilitated my exposure to and involvement in
scholarly projects ranging from aiding in research on teaching handwriting to
children with visual impairments, a book review for art instruction for individuals
who are blind or have low vision, as well as an Institute of Education Sciences
supported research project through the University of Nebraska which explores
writing instruction practices among K-12 teachers serving students with visual
impairment in Nebraska. These experiences have deepened my commitment to
advancing evidence-based practices within the fields of individuals with dual
sensory loss.
A central component of my doctoral program has been serving as the project
manager for the Nebraska Deafblind Project, a statewide initiative dedicated to
supporting students with dual sensory loss. This role naturally aligns with my
undergraduate and master's level training, and it provides a practical platform to
apply my previous experience as an itinerant deaf educator and TSVI. In this
capacity, I am privileged to help facilitate family engagement resources and
96
