ASSOCIATION for EDUCATION and REHABILITATION OF THE BLIND AND VISUALLY IMPAIRED
AER Report Vol. 25, No. 4, Winter 2008
COVER STORY: The Psychology of Itinerancy
By Kartar Kaur Khalsa, M.Ed., COMS, CLVT, CTVI
Sheila Amato, Ed.D., CTVI
As education professionals who teach students who are blind or visually impaired, we report to the job as well-trained university graduates with the diplomas and credentials to prove it. But are we all cut out for the rigors of itinerancy?
As veteran teachers, we have found ourselves in the position of mentoring new TVIs and O&M-ers. Most came with essential knowledge and skills, but some lacked the organizational, logistical, and personal strategies to truly succeed as itinerant service providers. Out of our interest in assisting promising young professionals to make the most of every day on the job came the “psychology” of finding success as an itinerant, when each and every day requires moving like your hair is on fire! The bottom line is that efficient use of time, energy, and expertise results in a higher level of quality in the services we provide.
Correa-Torres and Howell reported on ways that classroom teaching differs vastly from itinerant teaching (S. Correa-Torres and J. Howell. 2004. “Facing the Challenges of Itinerant Teaching: Perspectives and Suggestions from the Field,” JVIB 98, 420-433).
Itinerant teachers:
• have limited input with regard to classroom teachers’ lesson plans;
• must be skilled in providing adaptations/supports to give VI students access to general education curriculum and environment; and
• work with a wide variety of educational personnel.
Additionally, most itinerant teachers work with students across the age span who may also have concomitant physical, cognitive, or emotional disabilities. Itinerants rarely work with other teachers from the same field.
Do you know how to ingratiate yourself as you go from school to school, conduct yourself professionally at all times, and gain the trust of administrators, colleagues and families? Do you know how to prevent personal and professional burnout over the long haul of your career? Correa-Torres and Howell went on to describe some characteristics of effective itinerant teachers:
• They are observant, creative, and intuitive.
• They are good communicators with people of all ages, abilities, backgrounds and cultures.
• They utilize school and community resources.
• They are cooperative and flexible, but assertive on behalf of their students and families.
• They possess a keen understanding of people.
Do these characteristics describe traits you would like to have?
Punctuality is expected and required of an itinerant teacher. You will find that you are less frazzled when you are organized and on time. Your colleagues are counting on you, and some young rascal, somewhere, is waiting for you!
Let’s move on to organization and logistics. As an itinerant, you will need a car that runs or someone to drive it if you are unable to, or access to public transportation. For your travels, you will need adequate liability insurance, regularly scheduled vehicle maintenance, a first aid kit, and working seatbelts. A rolling cart, crate, or backpack eases your load as you go from school to school. Milk crate(s) or portable file boxes assist you in organizing the trunk of your vehicle.
Know what your school district or agency’s policies are with regard to insurance coverage when you are traveling between schools or clients. If you transport students in the course of providing instruction, make sure you have signed parent permission statements on file at the school and district level and note this accommodation in the IEP. Sign in and out as procedure dictates from school to school. While we might think that our school and district administrators know where we are and what we are doing throughout the day, it is important that they are fully apprised of our schedules and activities.
Now that we are on the road, how do we approach the task of keeping our personal and professional data straight? Never leave home without your district or agency calendar, schedule, phone list, bell schedules for each work site, up-to-date school maps, forms (permission to evaluate, eye examination report, etc.), a copy of student classroom schedules, fire drill and emergency procedures for each site, and a means of jotting down names and notes. Keep your departmental/district/department of education procedures, IEP management and compliance systems, and local, state and national resources at the ready. Now that you are basically carrying your brain around in a book or electronic organizer, attach a business card to your data organization tool so that it finds its way back to you the day you inadvertently walk out without it!
Not enough can be said about the positive aspects of using a cellular phone as a tool for success. Corn, Patterson, Love and Erin first discussed ways this innovation can positively enhance our effectiveness (A. Corn, W. Patterson, C. Love and J. Erin. 1994. The Use of Mobile Phones by Itinerant Teachers of Students with Visual Disabilities. JVIB Sep-Oct, 446-457). This tool has developed considerably, not to mention shrunk in size, since their 1994 exploration of its use. The cellular phone/PDA gives us accessibility to schools, work sites and families, and it enhances our safety and privacy. It extends our instructional distance and allows us to reschedule while on the road. From an O&M perspective, never to “lose” a student on public transportation again—heaven! With a cellular phone on both sides of the route, we can always be in touch with a student or client if support or clarification is needed.
Once we arrive at our destinations, other circumstances often await us. We itinerants often find ourselves the proverbial “stepchildren” of our school districts with regard to space, use of the copier, and access to supplies. A friend and colleague once found himself assigned to the corner of a large stair landing as an office/resource room -- it registered on the Richter scale during class changes! In these situations, implement your “itinerant teacher bill of rights!” You are entitled to a room in which to work and teach that is furnished, has good lighting, offers safe and secure storage, and affords privacy.
In order to get what you need to successfully help your students, network and connect at your schools. Simple ways to do this are: maintain a mailbox at each school; join the PTA; patronize the book fair; participate in back to school night; and contribute to the sunshine and coffee funds.
How do your computer skills rate? Can you use a computer and all of the necessary applications? Are you internet savvy? Are you familiar with your school district’s technology curriculum? Can you effectively advocate for the assistive technology hardware and software that gives your students with visual impairment equal access to same? The bottom line is that you cannot teach or advocate for technology if you do not utilize technology in your daily life.
Assistive technology is more than icing on the cake for our students -- for many, it is the key to success in college and securing gainful employment beyond. Do not allow your lack of expertise to “handicap” your students—learn and grow with them so you can unlock a child’s potential. Get up to speed via whatever technology training is offered in your school district, enroll in local or online college courses, utilize software tutorials, or volunteer at a rehabilitation center in exchange for training. It is up to you!
Schools operate on a reverse pecking order in terms of who can be of help to you. The principal is at the top of the ladder, but the office manager and the plant foreman or custodians have keys to every door, and they know where the supplies and tools are kept. The message here is that you should be on a first-name basis with everyone from your Special Services Administrator, principal(s), and school psychologists to your school nurses, bus drivers, and cafeteria workers. Sometimes the non-professional staff members have as much contact with our children as their classroom teachers and assistants, and these individuals will be counted among your best friends.
Every position in the school setting is vital to the smooth and safe operation of a school, and every relationship and contact impacts how independently and capably our children function within that structure.
At school, are you often mistaken for a parent or paraprofessional? Wear your name tag and distribute business cards to everyone you come in contact with at every location. Present your card upon introduction, and leave your card if you miss someone. Attach your card to your communications, and connect through business card exchange with colleagues. A trick that saves countless wasted trips and miles is to tape your contact information by the phone in your students’ classrooms so that you can be notified in case of student absence or change of schedule.
While we are on the subject of professional identities, make sure everyone knows that you are the teacher of students with blindness or visual impairment, not the vision therapist or vision teacher! Introduce yourself to your students’ classroom teachers, and be among the first to request a copy of that class schedule.
It may help to “map out” your caseload, prioritizing those students who will be seen daily, a certain number of times per week, weekly, bi-weekly, monthly, and consults. “Mapping out” the dates of your students’ eligibility, annual IEPs, and eye examinations also keeps you on top of things. The electronic calendars that accompany most email systems offer an invaluable way to view your week or month at a glance and see your to-do list.
Do your best to schedule students based upon their respective school schedules, dialogue with their teacher(s), and your level of service provision, and school location whenever possible. But as we all know, it’s not a perfect world. Along with providing direct pull-out services, integrated direct services, and/or consultative services be sure to allow for administrative time, adaptation of materials, travel time, staff meetings, and lunch. No eating behind the wheel!
How is that caseload shaping up? Caseload analysis and documentation of student needs helps to standardize appropriate level and models of service delivery. Appropriate documentation of caseload management helps to communicate to your administrators when it’s time to hire.
Visit the website for the Texas School for the Blind & Visually Impaired at http://tsbvi.edu for examples of caseload analysis guidelines, including the popular Michigan Severity Rating Scale and Quality Programs for Students with Visual Impairment (QPVI).
Who remembers a time when IEPs required a ballpoint pen, three carbons and lots of correction fluid? Now, most IEPs are formulated via server-based or web-based computer programs, so master your district’s IEP-writing software. Many contain learning standards that simplify creating goals and supporting benchmarks that align with grade level curriculum while allowing us to individualize these goals for each student’s unique needs. These allow us to collaborate and contribute to the IEP even if we cannot always meet face to face. It goes without saying that a culture of teamwork results in better outcomes for kids.
Lastly, maintain your skills and continue your education. Are you professionally affiliated, and do you undertake regular professional development? The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) (www.aerbvi.org) and its divisions, the California Transcribers & Educators of the Visually Handicapped (CTEVH) (www.ctevh.org) and the Division on Visual Impairments (DVI) within the Council for Exceptional Children (CEC) (www.cec.sped.org or www.cecdvi.org ) all offer exciting professional development opportunities with conferences, newsletters, journals, and online activities.
In our rapidly evolving field, it is crucial to engage in professional development activities regularly via professional conferences, school district in-services and online workshops and professional listservs. If your school district limited opportunities for the teacher of students who are blind/visually impaired design your own by arranging tours of local rehabilitation facilities, inviting university personnel as guest presenters, or hosting an Instructional Technology workshop and participating along with your visually impaired students. Listservs and their archives are especially good resources for networking with colleagues, consumers, and eye care practitioners on current and relevant topics of interest. One CTVI I know buys herself a new professional reference book with the start of each school year. The students all have new books; why not us?
You will be respected as a professional if you come prepared. You will be appreciated if you are on time and you can be counted upon. You will be trusted if you speak with confidence. You will be liked and respected if you respect others’ input and opinions. These are the secrets to itinerant teacher success and success throughout your career.
POWERPOINT
President’s Message
By John Kelly
2008 – 2010 AER President
As you read this message, the winter holidays are upon us. We all look forward to this time of introspection and reflection as we spend time with our loved ones, and enjoy the changing seasons.
If you are a teacher or a parent, you are getting ready for school breaks. Whether itinerant or not, our cover story on “The Psychology of Itinerancy” is an excellent article for this school break and offers excellent advice for all teachers of the visually impaired.
AER’s listserv continues to inspire and educate our members. This issue’s “From the Listserv” is a perfect companion article to our cover story as it covers the membership’s opinion of the “Indispensable Skills and Knowledge for TVIs.”
Like our members on the listserv, your Board has been busy too. We have completed another series of revisions in the bylaws to make the language consistent throughout (and thus less confusing) and adding clarity to the job descriptions for officers. These changes were developed and approved by members at the 2008 AER International Conference during the AER Business Meeting. The Board has also revised the Policies and Procedures manual to make the language clear and consistent.
As we continue to review and plan for the 2009 budget year, the Board has decided not to hold AERLift in 2009 in order to save funds, as well as restructure the event to determine other effective ways to enhance leadership training. The event is scheduled to be held again in 2010. For complete details on board actions, see our “Board Report” article in this issue.
Our Chapter-Get-A Member Campaign is still under way, and we’ve sweetened the pot – every time you recruit a new member, you and the new recruit are both entered into a drawing where you could win $1,000! And, your chapter gets a revenue boost as well. I encourage you to help ensure AER’s growth by recruiting members. See our article inside for details. This issue includes several pages of news from our Chapters and Divisions, which are your avenues locally and via specialty to build your unique membership experience.
2008 is coming to a close, and I am excited about the possibilities of 2009. However you celebrate the holidays, may they be everything you wish for!
An Important Message for AER Members
Dear AER Members:
After much consideration, the Board of Directors has voted to rescind the existing AER
Listserv Policy with the exception of the provision of moderating for vulgar or discriminatory messages, and use input from an informed membership on this crucial topic to craft a subsequent listserv policy. To that end we have formed a task force to review member input submitted to date and invite you to email additional comments and suggestions to the task force. If you would like to offer your input please email Dr. Laura Bozeman at Laura.Bozeman@umb.edu or Dr. Kathy Yale at kayyale@comcast.net. Thank you for your commitment to AER, our professional organization.
John Kelly, AER President
Canadian Corner
By Susan Howe
I am honored to be the Canadian Representative to AER and to serve on the International Board of Directors. I have a rich legacy left by well known Canadian Representatives Ann MacCuspie, Linda Studholme, Linda Mamer, Wendy Nichols, and Jane Parsard. They have represented Canadian issues and perspectives, and have ensured that AER members in Canada have been well represented.
I would like to especially thank and honour Jane Parsard who mentored me, nominated me for this position, and set an example of how to represent Canadian members for this wonderful international organization. The previous Canadian Representatives communicated with the Canadian membership through the Canadian newsletter and direct contact with individual members. They listened to the members, and promoted AER in all their professional endeavours. As a result, the Canadian membership increased by over 100%.
Needless to say, I certainly have very big shoes to fill. I have been an educator in the field of vision loss for more than 40 years (I took an occasional year off to have 3 children). At first, I briefly worked in the residence of the then Ontario School for the Blind, now known as W. Ross Macdonald School, and I taught many years in various grades. For the last 25 years, I have worked in the school’s outreach program, Vision Resources Services, and I am currently the Educational Coordinator for this program.
I have been an active member of AER and the former AEVH, for over 20 years. I have had the privilege of serving on the Ontario AER board of directors for the last 13 years, and I am currently the past president.
Since AER is the only professional organization for those working in the field of vision loss, I am passionate that all professionals become members; it is through AER that I have grown professionally throughout my career. From newsletters and workshops at the local level, to AER reports, journals, newsletters, and conferences, at the international level, AER has offered those in our field a high quality of service. This in turn, has enabled me to offer the best service I can to students, their families, and professionals with whom I work. Through AER, I have made contact with, and learned from, many professionals working in this field and they continue to inspire and encourage me.
I plan to continue to serve AER in any way I can, and thus give back in some small way, what I have gained from my involvement in this amazing organization. I will commit to carry the torch from the previous Canadian Representatives forward. Their hard work and dedication to the International Board will not be forgotten, and I thank them for all they have accomplished. It is my hope that I can continue their work, on behalf of the many dedicated members of AER across Canada.
Chapter News
Alabama Chapter AER Celebrates 25th Silver Anniversary
The 25th Silver Anniversary AER Training conference was held October 6-7, 2008, at the Huntsville Marriott. This year’s conference theme was “Celebrating the Past, Embracing the Future.” The conference featured speakers of national renown such as: Carl Augusto, CEO of American Foundation for the Blind; Dr. William Weiner, Vice Provost and Dean of the Graduate School of Marquette University; Dr. John Crews, Lead Epidemiologist with the Center for Disease Control and Prevention; Vito DeSantis, President of NCSAB; Dr. Gene Bourquin, Senior Instructor at the Helen Keller National Center; Dr. Terry Graham, President of Alabama Institute for Deaf and Blind; Steve Shivers, Commissioner of the Alabama Department of Rehabilitation Services; Gale Watson, Director of Blind Rehabilitation for the Veterans Administration; Susan LaVenture, President of National Association for Parents of Children with Visual Impairments; Maricar Marquez, Senior Independent Living Instructor with Helen Keller National Center; B.J. LeJeune, Director of Deafblind Programs for Mississippi State University Rehabilitation and Research Center; Daniel Miller, Retired Director of Disability Support Services for Jacksonville State University; Michael Lebeau, Assistant Director Career Services Office of University of Alabama Birmingham; and Alva Lambert, political humorist and (in real life) Executive Director of Alabama’s Health Planning Agency.
Over 120 registrants attended the conference along with 15 exhibitors and five sponsors. The Alabama Chapter presented its 2008 AER Billy Don Sims Scholarship in the amount of $1,000.00 to Ellen Bowman. Ellen is pursuing certification as an Orientation & Mobility Specialist at UAB. Dr. Lisa Moses, her major professor, says that Ellen has displayed a positive attitude and determination in the face of many challenges. Ellen is currently employed as an interpreter for the deaf at Shelton State Community College in Tuscaloosa. As the mother of a child who is blind and another child who is deafblind, Ellen recognizes the shortage of qualified personnel and hopes to help alleviate that shortage in West Alabama.
The annual AER Billy Don Sims Scholarship Golf Scramble, a fundraiser for the scholarship, preceded the conference. Forty golfers participated in this year’s scramble. New to the conference this year was “Lights Out” Bowling; eighteen bowlers participated in the event and a $100 donation was made to the scholarship fund. A Silent Auction was also conducted as a part of the conference benefiting the scholarship fund. A total of $1,400.00 was raised in this year’s Silent Auction. The three fundraising activities generated slightly over $9,000.00 net toward the scholarship fund. The 2009 goal is to reach $50,000.00 in scholarship fund principal.
AER awards were presented at the Awards Banquet concluding the conference:
Charles Grider Award was presented to Julie Brock for her pioneering spirit and determination in supporting persons who are blind to help them have lives that are meaningful, productive, and independent, and for her efforts to establish a chapter scholarship to increase qualified personnel in the field of blindness. Julie has chaired the AER Scholarship Committee for six years and has initiated and chaired the Silent Auction for two years. Additionally, she has served on the AER Board of Directors and is the newly installed AER Secretary.
Hezz Cox Award was presented to Lori Brady for her efforts to chair the AER Billy Don Sims Golf Scramble for the past four years – and each year things have gotten better. Her commitment to this effort has resulted in the Alabama Chapter’s ability to raise over $38,000.00 for its annual scholarship.
Prassie Ann Kelly was presented the Support Employee Award for her efforts to assist with the production of the conference agenda, recognition awards, and her overall support of Alabama AER and its scholarship fundraiser. Prassie Ann was cited for her tireless work to insure that every detail is perfect, and always with a smile and positive attitude.
Redstone Arsenal received the 2008 Employer of the Year Award from the Alabama AER Chapter. This award is presented annually to an employer in Alabama who has made a special effort to employ persons who are blind and/or have severe visual issues. The Arsenal’s longstanding partnership with Alabama’s Business Enterprise Program to provide employment opportunities for blind persons in Alabama has and continues to be exemplary. Derrick Gould accepted the Employer of the Year Award on behalf of Redstone Arsenal.
Congratulations to the AER Board and AER Conference Planning Committee for conducting an excellent event!
British Columbia (BC) Chapter
The British Columbia Chapter wishes to extend congratulations and share the news that fellow AER member, Tom Cowper, is the recipient of the Jay Wadsworth Chapter Service Award. This award is in recognition of outstanding personal and professional contributions in the field of visual impairment and blindness. Tom started his career as a Teacher of the Deaf at the W. Ross MacDonald School for the Blind in Ontario, before completing his teacher training in visual impairment and blindness and moving to British Columbia. Items of note when presenting the award included: Tom’s continuing commitment to his students, including many volunteer hours in providing an expanded core curriculum; his contribution to O&M training through UBC; and dynamic, long-serving participation on the Central Okanagan School District Visual Impairment Team. Tom is always willing to support his colleagues in a positive, often humorous style that serves us all well.
North Carolina Chapter (NCAER)
We are planning for our 2009 “Superconference,” a collaborative effort by NCAER, North Carolina Department of Public Instruction, North Carolina Division of Services for the Blind, the Governor Morehead School for the Blind, and other entities. This conference is our statewide gathering on visual impairments and blindness; we welcome professionals, paraprofessionals, students, parents, and interested individuals. The conference will be at the GMS campus in Raleigh, NC, March 19 - 21, 2009, with a theme of transition/employment, entitled “Workin’ for a Living.” This year’s keynote speaker is Carl Augusto.
Session presenters include students from the North Carolina Central University’s Visual Impairment Training Program, Diane Brauner, Dr. Diane Wormsley, Michael Manning and Richard Goldberg, and Janet Barlow. Please contact mary.k.davis@ncmail.net for more information. Registration information can be found at www.ncaer.net
AER Ohio Chapter (AERO)
Kudos to Sue Guagenti, our Past President, for successfully planning and executing another statewide conference! Members and award winners recognized at the conference included:
Michael Newell - David H. Newmeyer Scholarship Award
Cathy Javorsky - Special Recognition Award
Michelle Goon - AERO Student of the Year
Shelley Mack - Judy Cernkovich Excellence in Education Award
Cheryl Boley - J. Kenneth Cozier Award
The AERO Board awarded six grants (each grant is valued at $250.00) to members of our AERO organization. This is a program established to assist AERO members with costs relating to travel, research, or projects that relate to the field of visual impairments.
The 2008 recipients are Shannon Bonenberger, Kay Clarke, Jane Harty, Judy Hornsby, Tiffany Wild and Scott Williams-Riseng. Congratulations to all our grant recipients!
Bernadette Van Den Tillaart and Kay Clarke are working collaboratively with the AER international organization and the local AERO Board to establish a local division for our members of the Multiple Disabilities, Deaf Blind & Infant/Preschool Divisions. This will be an excellent opportunity to expand AER membership and opportunities to professionals working in these fields throughout the state of Ohio.
We would like to extend our warmest thanks and appreciation to the executive officers leaving the AERO Board – Sue Guagenti, Ginny Backscheider, and Joy Spite - and welcome our newest board members - Kay Clarke, Hope McClellan, and Tiffany Wild. 2009 looks to be a very promising and productive year! For more information on AERO, please visit our website at www.aerohio.org/www.aerohio.org.
South Carolina AER Chapter (SCAER)
SCAER’s annual conference was held November 6-7, 2008, in Myrtle Beach, SC. Presenters included: Sharon Sacks and Karen Wolffe on social skills in educational and work settings, and Sandy Newcombe on Christine Roman’s CVI Range for early intervention service providers. A report on the International Conference in Chicago was given by the two members for whom SCAER provided scholarships!
Texas – AER (TAER) Chapter
The 2008-2009 TAER Board met on September 16 to discuss several items of interest to the 2008 TAER general session. The Board was presented with two new business items: (1) Support Benefits of O&M to be submitted to the Texas Legislature to be made into law by AVIT; (2) Submit a letter of request to support an O&M salary survey to AVIT. These letters were written and submitted to AVIT on behalf of TAER. A Bylaws Committee was tasked with the responsibility of aligning the TAER Bylaws with those of AER. The Bylaws Committee will report at the next board meeting.
TAER is in the process of planning the 2009 annual conference entitled “Putting the Puzzle Pieces Together.” It is scheduled for March 26-28, 2009, in San Antonio, TX. The main speaker is William “Bill” Daugherty, Superintendent for the Texas School for the Blind. The 2009 TAER Conference chair is Jill Brown.
Wisconsin AER Chapter
Mary Nelle McLennan will be the keynote speaker at the 2008 Wisconsin AER Conference, talking about the roles we play as professionals. Following her will be Dr. William Wiener and Dr. Richard Welsh demystifying the Code of Ethics. For those working with children, Dr. Terese Pawletko will discuss Autism Spectrum Disorders in children with visual impairments, and Dr. Christine Roman-Lantzy will discuss issues related to assessment and intervention of cortical vision impairment. Between all these outstanding presentations, we will squeeze in our election of new Board members, scholarships & award presentations, new and familiar vendor exhibits, and plenty of networking. Our Conference Chairperson, Diane Noblitt, has been doing an excellent job putting on the final touches.
Students Speak: Li Zhou
Graduate Student, Texas Tech University, Lubbock , TX
1. What prompted you to go into the field of blindness and visual impairment?
I believe the initial prompt was that I am visually impaired myself, which led me to the VI field. Another factor, which made me major in this field, is that I understand the importance of educational services for children with visual impairments. Through a high quality education, I hope to help children who are experiencing challenges similar to mine.
2. As a vision professional, what will your specialty be and why?
Currently, my interest is to teach mathematics to students with visual impairments. My undergraduate major was mathematics education and I already have many years experience teaching math to young children with visual impairments. Math has been regarded as the most difficult course by most of the students at my school, a school for the blind in China. I know they did not perform well on math. Therefore, they did not like it. I understand how challenging math teaching is and hopefully I can do something to make it more effective and efficient.
3. If you were recruiting someone to the vision profession, what would you say to encourage them?
“Children with visual impairments have been deprived of their vision, but they can not be deprived of their rights to quality education and services and their rights to living a successful and meaningful life. I will be very excited if my efforts can make their lives totally different. I bet you will be as well. Let’s do it together!”
4. When you began your studies, what was your biggest challenge?
I have been teaching for many years in a residential school for the blind prior to my studies here at Texas Tech University. A big challenge for me is the transition from a teacher to a researcher. For me, this is really a big change. I do not spend lots of time with my blind students like before but concentrate on intensive reading and writing. I know I need to think at a higher level, and from a more comprehensive perspective than I did before. There are so many things that I need to know, not only what they are, but also why they are the way. I need to obtain a clear and complete understanding of what has happened, what is happening and what is going to happen in the whole field. This is not easy, but I know this is what being a doctoral student means. I am sure I will enjoy the knowledge and experience gained.
5. What do you like best about your current school’s program?
What I like best is that my current program emphasizes on cultivating students’ ability to do research. This is very important. Students here can find many opportunities to begin their own research or get involved in other students’ or professors’ research projects. Things are just much easier when you live in an atmosphere valuing research. During my first year of study, I joined a research team studying assistive technology, working with my advisor and two other doctoral students. I benefited so much from this experience. It is really helpful for a new student to get started.
6. What do you like best about being a student member of AER?
The best is that we get
