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can positively shape our instructional methods. In
an attempt to expand our cultural knowledge, it is
important to remember that there is a fine line between understanding a family's culture and viewpoints and stereotyping (Erin, 2001). While learning about typical cultural characteristics and beliefs can be helpful in starting to think about how
viewpoints may differ, it is important to remember
that each family is individual, even when they are
from similar cultural backgrounds. Even within
their own culture, families are on a continuum.
Different regions, rural vs. urban lifestyles, socioeconomic means, educational backgrounds, etc.,
all factor into a family's perspective on life. A
teacher's involvement in the local community
(Rychly & Graves, 2012) is one way that is suggested for gaining a more intimate knowledge of
culture beyond what static lists of characteristics
can convey. When considering richer involvement
of family, Santamaria (2009) illustrates use of the
concept of "funds of knowledge" by suggesting
that the teacher enters a student's home as a
learner and engages the family in interviews and
observation. After reflecting on this engagement,
teachers can collaborate with families regarding
instruction. Similarly, as TSVIs and O&M specialists, we can strive to be more culturally responsive without over-generalizing by asking input
from the family instead of relying on assumptions.
The Family Rapport Reflection Questionnaire
We developed the reflection questionnaire
below based on findings from the literature for
use by professionals in the area of visual impairment to help them gain insight into a family's values, beliefs, and priorities while trying to avoid
stereotypes. It draws upon the various points
mentioned in the previous sections with an added
visual impairment twist. Some of the questions
are worded to try and gain information related to
a family's perspective on some of the ECC areas
of instruction. Particular focus, however, is on re-
