Identify Professionals

​Begin by locating professionals who share the student’s career interests. Consider individuals who are blind or have low vision in a variety of roles, including STEM, education, culinary arts, business, healthcare, arts, technology, and skilled trades.
Where to find contacts:
  • Professional associations and advocacy organizations (NFB, ACB, AFB, VisionServe Alliance, APH networks, state blind services)
  • LinkedIn and other professional networking platforms
  • Local VR counselors, job coaches, or transition specialists
  • College disability services offices
  • Community agencies serving individuals with visual impairments
  • Alumni networks from schools for the blind
  • TVI professional networks and conference presenters
Aim for a diverse representation of careers to expand the student’s awareness of possibilities.

Reach Out Professionally

​Once potential professionals are identified, contact them through email, phone, or networking platforms. Include the following in your outreach:
  • Your name, role, and school/district
  • A brief statement about the student’s interests
  • The purpose: helping the student explore career education and develop ECC skills
  • Request for a short interview (15–30 minutes)
  • Flexibility in scheduling
  • Options for preferred formats (phone, Zoom, Teams, email exchange, etc.)
This models professional communication for the student.

Prepare the Student

Preparation is an essential part of the learning process. ​Guide the student to create thoughtful, open-ended questions. Encourage curiosity and topics related to:
  • Job responsibilities and daily tasks
  • Educational background or training
  • How they chose their career path
  • Employment experiences and workplace culture
  • Technology and accommodations they use
  • Problem-solving and advocacy strategies
  • Transportation, mobility, and workplace accessibility
  • Advice for young people who are blind/low vision
  • Skills that are most important in their career
  • Challenges they face and how they overcome them
  • What they enjoy most about their job
Have the student practice asking these questions aloud.

Teach Interview Etiquette

Discuss:
  • Turning body/face toward the speaker
  • Using appropriate volume and posture
  • Active listening and avoiding interruptions
  • Asking follow-up questions
  • Taking notes or using accessible recording tools (with permission)
This is an excellent opportunity to embed social skills and self-advocacy instruction.

Schedule and Prepare Logistics

Coordinate a time that works for both the student and the professional. Ensure accessibility:
  • Verify that the student has the necessary tech (Zoom link, headphones, screen reader, braille display, etc.)
  • Pre-teach how to join a meeting, mute/unmute, or use phone controls
  • Review how to take notes (braille notetaker, laptop, audio recorder, etc.)
If conducting the interview in person, ensure a quiet space free of distractions.

Conduct the Interview

During the interview, your role can be supportive but not intrusive. Encourage the student to:
  • Greet the professional confidently
  • Ask prepared questions
  • Follow the natural flow of conversation
  • Ask clarifying or follow-up questions
  • Actively listen for examples of workplace accommodations, AT, and problem-solving strategies
  • Take notes on key points
If needed, you can help prompt additional questions or scaffold communication, especially for students new to interviewing.

Reflect and Follow Up

After the interview, guide the student through a reflection process. Reflection questions might include:
  • What did you learn about this career?
  • What surprised you?
  • What skills does this job require?
  • What accommodations did the professional use?
  • Can you see yourself in a similar role? Why or why not?
  • What questions do you still have?
Encourage the student to record these reflections in a transition portfolio or career folder.

Express Gratitude and Build Connections

Model and teach professional courtesy. Have the student:
  • Send a thank-you email
  • Mention specific things they learned
  • Express appreciation for the professional’s time
  • Ask for permission to stay connected or reach out in the future
Explain that networking is an important skill and that building relationships in their field opens doors for future mentorships, job shadowing, internships, and employment opportunities.

Why This Activity Matters

Interviewing professionals who are blind or low vision helps students:
  • Imagine themselves in meaningful careers
  • Learn real-world problem-solving strategies
  • Understand the role of assistive technology
  • Strengthen self-advocacy and communication skills
  • Build confidence in their ability to succeed
  • Make informed decisions about future goals
This career exploration experience directly supports the Expanded Core Curriculum (ECC), particularly the areas of Career Education, Self-Determination, Social Interaction Skills, Assistive Technology, and Independent Living Skills.

Resource Access

Instructional articles on this site are open access and do not require an account. Free Members may access select free resources and goal banks.
Downloadable printable resources, lesson plans, recorded presentations, and ECC instructional units are available to Premium Subscribers.

Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​