Exploring Careers in the Field of Visual Impairment O&M Interviews

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NARRATOR: In the following interview clips of the TVIs and O&M specialists you've watched in the video, it is very interesting to listen to the varied reasons why they entered the field of visual

impairment. Although why they entered the field may differ, their enthusiasm and personal reflections on what a career in this field means to them are very evident. Take a few moments to listen to

these professionals as they answer questions related to why they were attracted to the field of visual impairment, what education and training they received, and what the students they work with are

like, and what they feel are the most rewarding parts of their careers.

ED: My name is Ed. I'm a teacher for the visually impaired. I got my undergraduate degree at Kutztown University. Originally, I was a speech major. However, I felt it wasn't the field for me, so then

I switched over to -- I wanted to go -- I want to stay in the -- in the Special Education field, so what I did was I kind of scouted all what Kutztown had to offer. And they told me about the

Visually Impaired Program that they had. I never heard anything like it, so I talked to the professor. I got some information. He had me sit in his class for two weeks. And I find out I really

enjoyed it. And it was a kind of a world that I've never known. And I was really comfortable with it. And here I am today, a teacher for the visually impaired in a public school in Pennsylvania. We

have our own resource room here. I have seven students. And most of them are low vision -- most of them are low vision, and a couple are completely blind. The one good thing is -- about being in a

public school and having a resource room is that the students are able to be included into the regular education. So you do a lot of one on one with the regular education teachers. And you just kind

of specifically working with these students of visual impairments and basically it's a lot of fun. The most rewarding thing is that, you know, being in a Special Education field, you know, you

realize that, you know, all kids need an opportunity to succeed in life, or to become independent in some part of their life. And a lot of people overlook the Special Education kids, and because the

visually impaired happened to be included in that, you know, I want to give them that opportunity to be as independent as possible to, you know, be in the classroom with their -- you know, their

peers, but at the same time come down to my classroom and have the opportunities that their peers have. And to get them up to par and -- so that they can learn to one day go out into the community,

and be as independent as possible. And no longer depend on their parents or their friends just as their peers do.

TEACHER: Well, hi. I've been a mobility instructor since 1977. I graduated from Boston College, and I went to undergraduate school at East Stroudsburg with a degree in Health and Phys Ed K-12. I've

been doing orientation in mobility which is really the best job in the world of blindness as far as I can -- I'm concerned for many years in many capacities. I've been a teacher in the public school

system. I freelanced when I was raising my family. I worked for pre-schools and I also got to work with agency-based clients through Blindness and Visual Services. So it's been very nice and very

flexible. We definitely need people in this business. We need more people to go to school. And it is really the best job that there is if you like the outdoors. You are motivated, and you like to

motivate people then this is the job for you. Actually, it did come from my undergraduate degree and my work in Physiology of Exercise and Kinesthetic Development. I realized that the people who

needed this most, to use this most were blind, and that's where I first got the idea of transferring my skills that I learned in undergraduate school to the population that really needed them. I have

students that I see sometimes three times a week, and then other students have developed independent travel skills and only need me once a month to monitor them. I have some students that have

multiple disabilities. I have students that have a combination of hearing loss and vision loss, and I have students that have -- had diseases and tragic occurrences happened to them. The most

rewarding aspect of this job is to finally see someone come and go as they please, when they please, where they please of their own accord, just like you can and I can, and it can be done. And that's

the biggest reward.

TEACHER: Good cane techniques.

TEACHER: Well, I was -- I've been working with Adam since the onset of his visual impairment which was in the end of kindergarten. And we really didn't know what was happening with him. His vision was

decreasing very quickly. We knew that he was having trouble with functional visual skills, because he was running into things, tripping over things, hitting things, hurting himself, so I came on

board immediately, and that's where we started with the technical skills of cane travel and upper and lower protective techniques. And also route travel in the school, so he would go and come with

his friends, and his peers, and the students in his class. We have developed a great relationship.

TEACHER: Okay. Adam, let's go back to class. Watch your cane out. We have lots of fun on mobility. I try to other than teaching technical skills, build my lessons around the things that he really

wants to do, so he has reason to use his skills...

TEACHER: ...and a desire to use those skills which I hope will continue for the rest of his life. And so far it's been so good because he is a whiz around the building. He's a whiz at anything.

TEACHER: Well, I graduated from Kutztown University where I studied both Elementary Education and Special Education for the visually impaired. And after graduation from Kutztown, I started as an

itinerant teacher of the visually impaired up in a--up in Scranton. And I took a lot of time off when I had kids, and when I came back to the teaching profession I was actually an elementary teacher

for 10 years. And I didn't really start back into the vision profession here until 12 years ago. So it -- I had quite a span of time between -- when I first worked with visually impaired, and when I

came back. And a lot of things happened in that span of time. Well, when I left there were no IEPs, and we all know that there are definitely IEPs now. And to see then a lot of the assistive

technology that has been developed for visually impaired and blind students never really existed back then. This year, I really work a lot with a second grade student who is blind, and I spend a lot

of time working with him, because he is in the beginning Braille stage where he is learning to read and write using Braille. I also have some low vision students that I see either on -- maybe once a

week or on -- even on a consultation basis. And most of the work that I do with them is teaching them to use equipment or modifications in the classroom that they need for their vision, whatever

degree of vision it is that they have. I have a younger brother. He is 12 years younger than I am. And he was born prematurely, so he has ROP, retinopathy of prematurity. And he didn't realize it

back then. They -- I know now that he was really the one that really spurred the interest back in college. He attended Overbrook School for the Blind for a short amount of time. And I was just always

impressed with the amount of things and the different teachers. The most rewarding aspect I believe is probably being able to see and -- that smile of success on the student's faces once they realize

that they can maybe just read and write in a different media than they were able to use before, or just having them progress through their school career, and become very successful adults in their

society. I would highly recommend anybody to go into this field because this is really -- this is such a -- it's challenging, it's very challenging at times, but it's also so extremely rewarding,

because you were really able to make a difference in their young lives or even in there, you know, adult lives. Just the knowledge -- just having the feeling of being able to help some -- in some

small way, and I still go back to probably what I said before, you know, to see that smile of success on their faces. It's really -- it's really -- it really touches you and tugs at your heart.

TEACHER: My background started at Kutztown University for my undergrad work where I had a dual major in Education for the Blind of Visually Impaired, and also Elementary Education. As I started my

career as a teacher for the visually impaired, I realize that a large -- large majority of my students had some other handicapping -- or some other disability. And so then I went back and got my

Special Ed. Certification, so that I could better meet their goals. I'm itinerant vision support teacher for the Carbon Lehigh Intermediate unit which means I travel throughout five or six different

school districts within the County of Lehigh. I work currently with students from first grade through eleventh grade. Some low vision, some blind. A lot of them use a lot of pretty extensive

assistive technology. Closed-circuit TVs, Refreshable Braille displays, and I work with the instruction on how to use that and incorporate that into the regular education classroom. A rewarding part

of this job is that I often get to see students from preschool age through graduation. I developed a very special relationship not only with them but also with their families. Something that a

teacher is thinking about this position might want to consider is that everyday of your work is going to be different. Even if you see the same students everyday, even if you see the same students

couple of years in a row, everyday that you go in you're basically an educational troubleshooter. And it's just -- it's encouraging that teachers put that faith into you that you, you know, are the

specialist, and they come to you, and you'll feel good about yourself at the end of the day.

TEACHER: I was originally a Secondary Ed Social Studies teacher. I taught Social Studies for five years at a local area high school. And I had a degree in Political Science at that time, only a degree

in Political Science. While I was a Social Studies teacher, I decided I want to further my education. I became interested in the field of visual impairment and blindness. And I returned to school to

receive my certification as a teacher of the visually impaired. At the completion of that part of my education, I continued further into graduate school, and received a Masters of Education in

Orientation and Mobility. I've worked with students that are literally still in the crib. If only to provide the parents with suggestions and activities, and equipment that they can begin early

intervention activities with their child all the way up to age 21. I've also worked with adults in a -- in a -- in a private capacity working through our state, Bureau of Blindness and Visual

Services. I always like the underdog, so I enjoy working with children that are not just blind, but are multiply disabled. I enjoy working with children who have a visual disability and also have

other difficulties. My greatest reward in working with children like that is the first time that I get an inner sense that they're on their way toward greater independence. It could be as something

as simple as them finding their way to the laboratory by themselves, or it could be something as -- it could be a bigger role such as crossing a street for the first time on their own. When I work

with children outdoors, at first, I'm always right behind them, one-half step behind them. They're making the decision as to when to cross the street. At a certain point though, you have to back off

as an instructor, and you need a sense of when that student is ready for you to back off a half block behind them or maybe a block and observe the progress that they have made up to that point. And

the student needs that sense that they're on their own now, and they need to do things correctly. They need to follow the methods and techniques as they were presented to them. So it's at that point

where I have that feeling that all is well, that they're able to do this, and that they're -- they have the ability to go on and do these crossings by themselves now. That -- that's another great

reward. Once a year, I call -- I get on the telephone usually right after New Year's and I call an old professor friend of mine. And this gentleman is the man who probably inspired me most to go into

the field of Orientation and Mobility. Without him, I wouldn't have gone on to graduate school. I wouldn't have received the Masters degree. It was through his urging that I have the position I have

today. I have the lifestyle. I have the income. I'm able to support my family in a matter that I would like to see them supported. I'm able to have leisure time. Enjoy my children. Those are the

things that are -- that are valuable to me.

TEACHER: My educational background? I got a teacher certification from Kutztown University for Elementary Education, and teacher of the visually impaired. And I had a previous degree in Business

Administration before that. Well, when I came out of high school, I was interested in Special Education then I ended up changing my major and graduating with a business degree. And working in

business, I just didn't have any reward in the jobs that I had. So I started doing some research, and I ended up meeting somebody in the field of visual impairment. And we sat down and we talked for

a couple of hours and she said, you know, why don't you go out and shadow some people in the field. And I did that and everybody that I met was positive and very open to coming back and visiting

again. So then I checked in the Kutztown University, just to kind of talk to Dr. Ross, and I did that. And sat in one of his classes and I just felt like it was right, and that's where I needed to be

and the rest is history, here I am. In early intervention, I work with children birth to three years old and their families. And we're a very -- very much a family geared program. What we tried to do

is provide resources for the family, make adaptations for toys. We worked with other team members like special instructors, speech therapist, physical therapist, occupational therapist, and we try

and make sure that the kids are developmentally on target. We try and provide support groups for the family, offer just anything that's in the community that is out there. We try and make known to

the families. And basically, we come in for an hour a week, and we see how the family is functioning with the child with a visual impairment. And ask them what their needs are, is there anything else

that we can help them with, bring in anything new in the field and just keep current. The types of kids that I work with, there is a wide range of visual impairments from completely blind to low

vision, and anything in between cortically visually impaired. There's also multiply handicapped children that need a lot of adaptive equipment, assistive technology, and then we have a lot of higher

functioning children that they just have a mild visional impairment, and they can function just like any other typical child their age. No, I really don't have any problem getting out of bed coming

to work because I love -- I really truly love my job. It's being with the families, there's a bond there that you don't really have in any other type of work that I've experienced. It's a good field

if you love people because you're interacting with people all the time. The field is always changing. There's a lot of professional development which I really like. Staying on top of things is very

motivating, and of course, the kids it's -- that's the best part of the job. You know, just interacting with the child. If you're like a child at heart, you'll love this job because it's just really

exciting and, you know, just grow attach to the families, and the children and seeing their growth, it's great. My relationship with Kennedy and all the children, that's the difficult part of this

job, is that, you know, at three -- at three years of age, they live early intervention and they transition to a different program and that's three to five. And it's hard because you've been with

this child for three years and you've seen so much growth and so much success but not only the child with a family that is -- that part is hard to let go, but it's also, you know, it's just like

having a child of your own, you know, they have to spread their wings and fly, and move on. But it's -- you always have the memory of what you did and how you help the -- help the child, and help the

family and that's wonderful. I love that.

ROSE ANNA: A little bit about the education I have is I started at Kutztown State College. And have a dual certification from there, Elementary Education and Teacher of the Visually Impaired. And from

there, I went to California State College and received a degree in Special Education, so my master is Special Ed. I went from there and took some classes in West Virginia at Marshall University in

Special Ed when I was living there, and finished at Shippensburg College with a certification in Special Education. So I have not used that but those are my -- that's my training. I remember when I

was a young teenager and I was thinking about what I'd like to do after I finish high school, and I love going to school. We had really interesting characters for teachers and they love what they

were doing. My name is Rose Anna and I am named after a woman who adopted my mother. She became blind as a -- as my grandmother. And I can remember us getting into trouble. We were always up to

something and she baby sat us. And she could -- we were sneaking and doing something, and she could hear us and say, "Now, get out of the closet or get out of the" -- she knew what we were up to. And

it was just wonderful for us. So I can remember wanting to be a teacher and my father saying to me that he wanted to -- he thought that it would be good for me to specialize. The counselors where I

live in the area didn't know -- really had to point you in that direction of such area of specialty. So I made an appointment with the School for the Blind in Pittsburg, and they gave me a tour. I

don't know who the principal was at the time, but I was hooked to see these children and teachers doing things. I thought, this is great, and that really set the tone for me. I set sails for Kutztown

State College and living my little hometown, went to Kutztown which at the time was a small college, but I just fell in love with our field, and it was not easy for me. Other classes were hard, but

I'd loved it. Well, as a teacher of the visually impaired, we are certified to teach a variety of children, birth to 21. So I may service a lot of different children in a lot of different areas. And

starting from home life with a parent who has brought home a child, who has a visual impairment, and is wondering now, how can I help this child develop into a young adult? That is as every parent's

dream is to have their child become self-sufficient. Well, my job is to come in and using my expertise in child development and how that vision affects the child's development, and let the parent

know how much their child is very much like any other child. And how there are maybe other impairments involved, but we can use those things that the child can do, and what the parent does with some

adjustments, and help that child and the parent to have that bond and learn from his environment. That maybe an infant, maybe the child is at a day care, and we have the same child but mom leaves the

child at a daycare. So then I will help the educators in the child care surrounding with making some adaptations for that child, and just maybe the environment, maybe the glare, maybe just making

things bold, maybe there's a preschooler at home or at a preschool situation and we're doing the same thing. We are -- we are finding that sometimes we are coached for the teacher that has this

visually impaired child in the classroom and they just need some encouragement over -- sometimes using your gut instinct. Well, yes, maybe if they're close or if you're reading a book in front of a

group that you're really going to let that child see the book closely. And explaining to the other children why this child needs to see the book closely. So sit closely or needs to sit close to the

teacher. We incorporate the orientation and mobility teachers with our teaching, so that the child can not only do a skill but get back and forth to where they're going, whether it's another place in

the building, at their -- at those classroom or the high school, or if they are getting ready to take a bus to go to take vocational schooling. We want to work together. It works when we learn how to

collaborate with other people, so that I'm not really working by myself. I've got -- usually, I've got a good team that I can collaborate with. I don't know. Rewards with this field are just too

numerous to count. I would say, I like working with people. I like working with children. I like seeing that light bulb when they -- whey they get it where they've got a concept and they -- they'll

say, "Oh." When I mentioned -- when we read a poem, and I said, "We're boarding the plane." And I asked, "Does anybody know what boarding means?" And one child said, "All aboard." We had just played

railroad, and that meant, he -- we said, "Okay. Getting on." Well he understood that. He was able to generalize. And the face, the experience that he gave me was, "Hey, I got it." And I was part of

that, so that's really exciting. I like it when I can tell the child has, you know, four years in school, they graduated and they're doing something. They're actively either employed or they're

actively participating in a vocation of any type where their day is fruitful. That's the kind of story I like to hear that I was part of that. I was one of many people in that child's educational

path. That-- that's exciting. Well, the ability to use all of my skills is the most exciting part about this job. I can be creative. I can use my imagination and pretend. I can be creative with how I

make a drawing tactile for a child to use as a map or just as an image or something they're reading, and they need some more insight into how this actually is set up. I can use my personal skills to

explain to a team of six grade teachers how this child can best use his vision, and how they can best facilitate that child getting their best from the classroom situation. I like dealing with the

people. I like letting students know the different things and social graces. The things that will get them not only employed, but accepted into the general population as far as maybe it's not eye

contact, but certainly making sure your face is turned to that person, maybe some gestures. What's acceptable and what's not acceptable. I like being able to use my energy in a field and not having

to sit perfectly still like I am now but that's exciting to use. Everything you've got in a job and think, hmm, I get paid for this too. On top of all that, I get paid. So it really doesn't get a

whole lot better than this.