Supporting English Language & Multilingual Learners with Visual Impairments with Conchita Hernandez

In the world of education, especially in the specialized field of teaching students with visual impairments (TVIs), building meaningful connections and finding mentors can be transformative. This rings especially true for Tamara and Roberta, two educators who formed a powerful partnership through their shared passion for making a difference in the lives of students with visual impairments. Their story showcases the beauty of collaboration, mentorship, and the importance of community in the field of education.

A Phone Call That Sparked a Lifelong Connection

Tamara, a dedicated TVI with 26 years of experience, first reached out to Roberta after reading her book on teaching Braille. What started as a simple phone call about questions on the book quickly turned into a deep and supportive relationship. Roberta, a seasoned educator who spent 31 years working with students with visual impairments, was able to share her wealth of knowledge with Tamara, offering guidance and advice through the challenges of the job.

What’s even more remarkable is that their mentorship began without face-to-face interaction—everything was done over the phone and later through video calls. The beauty of this connection lies in the simplicity of it all: a shared love for teaching, a deep understanding of the challenges students with visual impairments face, and a willingness to support one another.

The Birth of a New Book

Over time, Tamara and Roberta’s partnership evolved into something even greater—a collaborative effort to create a second book designed for younger students with visual impairments. This book, a continuation of Roberta’s original work, was crafted with input from Tamara and, most importantly, from her students.

Roberta initially hesitated at the idea of writing another book, but after some reflection, she realized that there was a need for more resources for younger learners. After a short conversation, she called Tamara back with a decision: “Let’s fill it.” With that, the two set to work, sharing ideas, revising materials, and testing content with Tamara’s students. The process was iterative, with frequent feedback, trial-and-error, and refinements made based on what worked best for the students.

Tamara shared how she was able to take freshly printed pages of the book, “hot off the press,” and immediately share them with her students. The process of having real-time feedback from the students themselves was essential in shaping the content. “It was really just the trial and error of our ideas, Roberta’s ideas, and her beautiful sentence writing, and the feedback from my handful of Braille students that I worked with over the last few years,” Tamara explained.

The collaborative approach of incorporating student feedback directly into the material speaks volumes about the dedication both Roberta and Tamara have to ensuring their students’ success and fostering a sense of confidence in their learning.

Making Learning Fun and Engaging

For both Tamara and Roberta, the ultimate goal of their work is to make learning fun, engaging, and accessible for students. In the development of the second book, they focused on creating activities that would build confidence in students, allowing them to succeed without feeling overwhelmed. One example of this approach was in the sentence jumbles: originally, Roberta created activities where students had to identify five words that didn’t fit in a sentence. Based on Tamara’s feedback and her students' experiences, they simplified the activity to just one word that didn’t fit, making the activity more accessible and encouraging success.

Tamara emphasizes that the purpose of these activities is not to make learning feel difficult but to foster a sense of accomplishment and excitement in students. “It’s to give them confidence and build them up for success, not to make it hard for them. That’s not the point,” she says. The incorporation of tools like stickers or pushpins also helped make the learning process more interactive and enjoyable. It’s clear that Tamara’s teaching philosophy is centered around helping students feel proud of their abilities, no matter how big or small the accomplishment.

Finding Your People

One of the most important takeaways from Tamara and Roberta’s conversation is the idea of “finding your people.” Tamara encourages educators to seek out a supportive network of people who can help them grow as professionals. “Whether it’s people in the VI field, sure, of course, but also just your people that help you be a better version of yourself each day,” she says. Having a strong support system can help educators stay motivated and focused, especially when faced with the challenges that come with teaching students with visual impairments.

Tamara’s experience with Roberta is a perfect example of this. What started as a professional connection over a book turned into a valuable mentorship and friendship that helped Tamara grow as an educator. “If you feel good and confident about what you’re doing, you’re going to want to do it more,” Tamara explains. This philosophy extends not only to educators but also to their students, whose success is built upon the confidence they gain from their learning experiences.

The Power of Community

Both Roberta and Tamara also encourage educators to engage with the wider community of TVIs. Roberta points to Facebook groups like Teachers of Students with Visual Impairments and Teachers of Students with Visual Impairments / O&M Specialists as excellent resources for connecting with other educators, sharing knowledge, and asking questions. These online communities provide valuable support, especially for those who may not have access to local resources or mentors.

It’s clear that the support and collaboration in the field of teaching students with visual impairments go beyond the classroom. It’s about building a community of like-minded individuals who are passionate about helping students succeed and are willing to share their knowledge and experiences with others.

Looking Ahead: The TVI Online Symposium

Both Tamara and Roberta are passionate about sharing their work and learning with others, which is why they are excited to be part of the TVI Online Symposium. This event, scheduled for September 21st and 22nd, 2023, will bring together TVIs from all over to share ideas, discuss best practices, and showcase the incredible work being done in the field. The symposium is an example of the power of community and how educators can continue to grow and learn together, even when they can’t be in the same room.

Tamara and Roberta’s story is a beautiful reminder of why community, mentorship, and collaboration are so important in the field of education, especially for those working with students with visual impairments. Their shared journey not only highlights the importance of continuous learning and feedback but also showcases the immense impact that building relationships can have on both educators and students. It’s clear that when educators work together, they can create a brighter, more successful future for their students.

Useful Resources:

• Explore the IOMOS Priority List to stay ahead in your O&M practice.
• Join the Clarity Workshop for in-depth training and actionable strategies.
• Register for the TVI Symposium  to connect with fellow educators and learn from experts in the field.