Florida & Virgin Islands Deaf-Blind Collaborative

“Research backs this up and has shown a correlation between the success of post-school outcomes for students who are deafblind and school and family expectations. So then it's our job to show what's possible.”
– Brooke Barnhill, M.Ed., teacher of the deafblind, statewide coordinator, Idaho Special Education Support and Technical Assistance

From the latest module in the “Teaching Children Who Are Deafblind” series, “Preparing for Life After High School” https://www.nationaldb.org/products/modules/pd/preparing-for-life-after-high-school/

Sensory Shake-Up – Paths to Literacy Paths to Literacy Sensory Shake-Up. For teachers, families, and others interested in literacy for children and youth with visual impairments

When vision challenges don’t match the eye exam, it could be Cortical Visual Impairment — a brain-based condition often missed.

Learn more

Uncover a Student’s True Potential Spot the signs and support your students.

We recently had someone who is totally blind, share a personal experience with us that sparked an important conversation around thoughtful guiding, inclusion and the power of language.

They explained that while guiding is deeply appreciated, the most meaningful descriptions are often not about people’s appearance at all. What helps them is understanding the atmosphere around them, what the room feels like, where tables, chairs, exits and people are located, whether there is a stage or speaker at the front or if someone nearby is trying to get their attention nonverbally. Those details create awareness, confidence and inclusion.

During one experience they had while being guided into an elevator, someone mentioned there was “an Indian family of four” inside. To them, the “family of four” part was helpful and relevant. Adding the race felt unnecessary and uncomfortable to them, even though there was no harmful intention behind it.

That moment led to a much deeper reflection: many people who are blind may not want opinions formed for them based on appearance, race or beliefs alone. For some of us, losing our sight has changed what becomes most important in the human connection. For some of us the personality, kindness, energy, having meaningful conversations and how someone treats others is most valuable.

It also highlights the difference between describing observable behaviour and using judgment-based labels people often throw around casually.

Instead of:
“That guy looks sketchy.”

Try:
“That man is pacing back and forth and seems agitated.”

Instead of:
“She looks like a outcast or a badass.”

Try:
“She seems very quiet and keeps to herself.”
or
“She’s dressed boldly and appears confident.”

Those wording changes matter because they separate observations from opinions and stereotypes.

The same individual also shared that they would never want to be judged because of using a white cane, accidentally bumping into things, wearing mismatched shoes or clothing, taking the bus or not being able to afford certain things because blindness can impact employment opportunities, independence and daily life in ways many people never see.

It is also important to keep in mind that we never truly know what another person may be experiencing. Someone may have a non-apparent disability, chronic illness, trauma, mental health struggles, sensory challenges or financial hardship that is completely invisible to others.

Accessibility is not simply about saying more. It is about thoughtful communication, respect and helping people understand the world around them in a meaningful and inclusive way.

We are curious because we may share a diagnosis, we all have different preferences.

What kind of visual information do you want to know about or think is important?

DiverseAbilities.ca
Image description. Different sized rocks form the letter S on a sandy beach.

Literacy, Snacking, and Learning – Paths to Literacy Creating routines using snacks serves as a method for infusing literacy skills into functional routines that are meaningful and engaging.

CVI Favorites: Books – Paths to Literacy Paths to Literacy CVI Favorites: Books. For teachers, families, and others interested in literacy for children and youth with visual impairments

Occupational Therapy and Sensory Integration for Children with Visual Impairment – Paths to Literacy Paths to Literacy Occupational Therapy and Sensory Integration for Children with Visual Impairment. For teachers, families, and others interested in literacy for children and youth with visual impairments

My Color Book – Paths to Literacy Paths to Literacy My Color Book. For teachers, families, and others interested in literacy for children and youth with visual impairments

Labeling the Environment in an Accessible Format – Paths to Literacy Paths to Literacy Labeling the Environment in an Accessible Format. For teachers, families, and others interested in literacy for children and youth with visual impairments