VIDBE-Q 2026 Volume 71 Issue 3
provide targeted technical assistance to school districts across the state, many of
whom may be welcoming a student with deafblindness into their community for
the very first time. A hallmark of this position is our annual Nebraska Deafblind
Summer Institute, a multi-day workshop where invited experts provide intensive
training on specialized communication and instructional strategies. Given the rural
nature of Nebraska, many of our smaller communities often face professional
isolation and may be unsure where to turn when navigating the unique challenges
of a low-incidence population. Our institute bridges this gap by offering special
education providers from all professional walks the opportunity for collaborative
exposure to best practices and evidence-based teaching strategies. In a truly full-
circle moment, I am now able to lend critical support to parents and educational
professionals who find themselves in a position of need like the one my family
faced in 1982. By transforming my personal lived experience into professional
advocacy, I strive to ensure that every child with deafblindness and their family
received the understanding and educational support necessary to thrive.
My current research dissertation study seeks to explore the nature of parental
self-efficacy among the parents of children with deafblindness ranging from birth
to 21 years of age, an inquiry aimed at determining what specific interventions can
effectively enhance their confidence in providing comprehensive care. Through my
literature review efforts, I have discovered a profound scarcity of information
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