Recognize the Purpose of Modeling

Modeling allows others to see specialized strategies in action which is far more powerful than written recommendations or verbal descriptions. It bridges the gap between understanding and application. When classroom staff observe the TVI using adapted materials, positioning technology, or guiding a student through a task, they gain concrete examples they can replicate independently. Modeling also communicates respect for their role by showing, not telling, how to integrate strategies seamlessly into daily routines.
Goal of modeling: To build confidence, competence, and independence in staff so that the student receives consistent, effective support across all settings.

Prepare Before Demonstrating

Effective modeling begins with thoughtful preparation. The goal is to create a learning opportunity that feels natural, relevant, and supportive rather than evaluative or corrective.
Strategies:
  • Collaborate in advance. Talk with the classroom teacher or therapist about what you plan to model and why. Clarify the purpose (for example: “I’ll demonstrate how to add heading levels and alt text so the student can efficiently navigate digitally shared worksheets.”).
  • Choose meaningful, routine tasks. Select activities that occur regularly, such as transitions, small-group instruction, or independent work, so staff can see how strategies fit seamlessly into authentic classroom contexts.
  • Prepare materials ahead of time. Have all adaptive tools, tactile graphics, or technology ready to ensure the demonstration runs smoothly.
  • Set the stage. Before modeling, briefly explain what you will do, what to observe, and how the strategy supports the student’s access and participation.
Preparation ensures the demonstration feels purposeful and easy for others to connect to their daily work.

Model in Real Time with the Student

Demonstrating strategies with the student present allows staff to observe authentic interactions and see how adaptations promote independence.
Examples of modeling opportunities:
  • Showing how to position materials for optimal visual access.
  • Demonstrating how to introduce tactile graphics or 3D models.
  • Modeling how to cue the student verbally for orientation or transitions.
  • Showing the use of assistive technology, such as navigating an iPad with VoiceOver or adjusting ZoomText settings.
  • Demonstrating appropriate levels of prompting to encourage independence rather than over-assistance.
As you model, narrate your thinking aloud: explain why you’re doing what you’re doing, how it benefits the student, and what alternatives might work in different situations. This transparent thinking process helps others make informed choices later.

Encourage Hands-On Practice

After demonstrating, give teachers, paraprofessionals, or therapists a chance to try the strategy themselves with your guidance. This step turns observation into skill-building.
Strategies for guided practice:
  • Provide positive feedback and gentle correction as they practice.
  • Reinforce what they did well and connect their actions to the student’s learning outcomes.
  • Encourage them to reflect, ask what felt easy, what felt challenging, and what support they might need moving forward.
  • Offer to observe their implementation and provide coaching as needed.
Hands-on practice solidifies learning and helps team members feel more confident using adaptations independently.

Use Visual, Written, and Video Supports

People learn in different ways, so supplement in-person modeling with resources they can revisit.
Options include:
  • Quick reference sheets outlining steps for technology setup or tactile material use.
  • Photos or diagrams showing correct material placement or device configuration.
  • Short video clips demonstrating specific techniques (e.g., guiding the student to explore tactile graphics).
  • Checklists or task cards summarizing accommodations for different classroom activities.
These tools serve as reminders and help maintain consistency, especially for paraprofessionals who may change assignments during the year.

Foster a Supportive and Collaborative Tone

The goal of modeling is to empower, not to evaluate. Approach demonstrations with empathy and respect for the expertise of other professionals.
Tips for maintaining positive relationships:
  • Acknowledge existing strengths. Recognize what staff are already doing well before introducing new ideas.
  • Use inclusive language. Frame suggestions collaboratively (“Let’s try positioning the materials like this…” rather than “You should do this differently.”).
  • Be responsive. Ask for input and adapt your approach to the classroom routines and teacher preferences.
  • Show appreciation. Follow up with a thank-you email or note recognizing their effort to implement strategies.
When staff feel respected and supported, they are more likely to adopt and maintain effective practices.

Follow Up and Reinforce

Modeling is most effective when paired with follow-up support. Check in periodically to observe implementation, answer questions, and provide encouragement.
Strategies:
  • Schedule short check-ins or “tune-ups” after your initial modeling session.
  • Celebrate successes, share how their efforts have positively impacted the student.
  • Offer additional modeling sessions for new staff or when introducing new technology or materials.
  • Keep documentation simple, summarize what was modeled, who participated, and any agreed-upon next steps.
Consistent follow-up builds momentum and ensures the strategies become part of the daily classroom routine.

Model Professionalism and Advocacy

Finally, remember that as the TVI, you are also modeling professional collaboration and advocacy for accessibility. The way you communicate, problem-solve, and support others demonstrates the value of inclusive practices. By modeling not just instructional strategies, but also a spirit of teamwork and advocacy, you influence the culture of accessibility within every school you serve.​

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