General Questions
Q: Who do you work with?
A: We serve children and youth with visual impairments — including those with additional disabilities, complex learning needs, or combined vision and hearing loss — from infancy through school age and beyond.
Q: Where can services take place?
A: Services can be provided in the home, school, or community environments depending on the needs of the child and family.
Q: Do you provide services to students who use ESA funding?
A: Yes. InSIGHTful Vision Innovations is a vendor in classwallet and provides in-home or community based individual lessons, or small groups.
Q: Do you collaborate with other professionals (therapists, educators, families)?
A: Yes — we partner directly with families, schools, AT specialists, occupational therapists, speech/language therapists, and other service providers to create a coordinated, effective plan for each child.
Direct Instruction (TVI & O&M)Back to Top
Q: What is a “TVI”?
A: A TVI is a Teacher of the Visually Impaired — a specialist who provides instruction tailored to the needs of students with vision loss, supporting literacy (braille, print, tactile), access to learning, and instruction in all areas of the expanded core curriculum (ECC).
Q: What is Orientation & Mobility (O&M) instruction, and who can benefit from it?
A: O&M instruction teaches safe and confident navigation in indoor, outdoor, and community spaces. It benefits children with visual impairments of all ages — from early mobility skills to cane skills and independent travel.
Q: Can you support both braille and print literacy?
A: Yes — we offer individualized instruction in braille, tactile literacy, and print/large-print reading strategies, depending on the student’s vision, needs, and learning style.
Q: What is “CVI-specific instruction” and how can it help?
A: For children with Cortical Visual Impairment (CVI), we use specialized strategies and interventions tailored to their visual processing needs — helping them understand and access visual information in meaningful ways.
Assistive Technology (AT) & AACBack to Top
Q: What is Assistive Technology (AT), and how can it help my child?
A: AT includes tools and strategies (from low-tech to more advanced) that support access, literacy, communication, and independence for students with visual impairments.
Q: Do you provide high-tech AT or only low-tech support?
A: My focus is on low‑tech and foundational AT support — helping students build the fundamental skills needed to use technology effectively, and collaborating with AT specialists when high‑tech solutions are needed.
Q: Can you help with AAC devices or communication support?
A: Yes — for students who require augmentative or alternative communication (AAC), I support evaluation, implementation, and instruction to help them access and use their communication tools confidently.
Q: Will you help integrate AT into our child’s IEP or 504 plan?
A: Definitely — I work with schools and teams to incorporate AT tools and strategies into Individualized Education Plans (IEPs) or 504 plans, ensuring consistency and meaningful use across settings.
Services for Complex Needs & DeafblindnessBack to Top
Q: Do you serve children with additional disabilities or combined vision and hearing loss?
A: Yes — we specialize in this population. We have experience supporting students with multiple disabilities and those with combined vision and hearing loss, offering adapted routines, sensory access planning, communication systems (object symbols, tactile sign), and intervener support and coaching.
Q: How do you support communication for children who are deafblind or have complex profiles?
A: We collaborate with teams to develop individualized communication systems, provide sensory-accessible learning plans, offer intervener coaching/mentorship, and ensure environmental modifications to support learning, communication, and daily living.
Evaluations & AssessmentsBack to Top
Q: What kinds of assessments do you offer?
A: We provide Functional Vision Evaluations (FVE), Learning Media Assessments (LMA), Orientation & Mobility evaluations, Assistive Technology assessments (low‑tech and foundational AT), Expanded Core Curriculum (ECC) needs assessments, sensory efficiency evaluations, environmental accessibility reviews (home, school, community), and, when applicable, deafblind communication/access profiling.
Q: What happens after an evaluation?
A: Each assessment results in a detailed written report with recommendations, suggested accommodations, AT or intervention strategies, and a clear plan for next steps.
Professional Support & Team Consultation Back to Top
Q: Do you provide support for teachers, paraprofessionals, interpreters, or interveners?
A: Yes — I offer mentoring, training, and consultative support to educational teams, caregivers, and support staff. This includes co‑planning, guidance on braille or low-vision tools, AT integration, CVI strategies, and building sustainable, accessible learning environments.
Q: Can professional training be delivered remotely?
A: Yes — professional development and training can be provided in-person, virtually, or in a blended format, depending on the needs and circumstances of the school or agency.
Getting Started / Logistics Back to Top
Q: How do I request services, an evaluation or consultation?
A: Reach out to us via our Contact page or Google Business profile. We’ll discuss your child’s needs, schedule an initial meeting or evaluation, and guide you through the next steps.
Q: Do you provide ongoing support after initial evaluation or training?
A: Yes — I believe in long‑term collaboration. We offer follow-up support, periodic consultation, and coaching to ensure interventions remain effective, meaningful, and responsive to each student’s evolving needs.
Q: Do you provide private services to children and families in their homes, or only to students attending district, charter, or private school programs?
A: We are available to contract with local school agencies, including public, charter and private schools. We also contract with students using ESA funding, and can be contracted on a private self-pay basis.