College of Education and Human Development Division of Special Education and disAbility Research

George Mason professor teaches Pre-K-12 teachers how to make their lessons more accessible

Sarah Holland — Thu, 29 May 2025 17:18:12 +0000

George Mason professor teaches Pre-K-12 teachers how to make their lessons more accessible Sarah Holland Thu, 05/29/2025 - 13:18

Ten years ago, navigating the intersection of Roanoke River Road and Braddock Road by 海角社区鈥檚 Fairfax 海角社区 was a challenge. The busy intersection, with five lanes of traffic, was difficult to cross even during off hours. Now, accessible, audio, and haptic cues make crossing much safer for everyone.

We have Kimberly Avila, associate professor of special education: blindness and visual impairments, to thank for that.

Not only is Avila working to create a more accessible campus鈥攚orking with the Virginia Department of Transportation to upgrade and improve intersections and promoting dismount zones for pedestrian safety鈥擜vila has been a service provider and teacher of the visually impaired, as well as an advocate for accessibility, for more than 25 years.

鈥淚t鈥檚 a fascinating field,鈥� she said. 鈥淲e have so much going on: the technology, the innovation. Things have progressed so rapidly.鈥�

But the field is facing one critical shortage: teachers for elementary and secondary schools.

Students in the consortium program visit Fairfax 海角社区 for the weekend workshop in June. Photo provided.

The Virginia Consortium for Teacher Preparation in Blindness and Vision Impairment is a long-running, state-funded program to recruit, train, and retain teachers for students who are blind and visually impaired. At George Mason, the lead university on the grant, that training comes in multiple levels and forms: an undergraduate major and minor, master鈥檚 concentration, and graduate certificate. Old Dominion University and Radford University serve as co-collaborators.

Avila serves as the lead coordinator, and she teaches most of the classes that are blindness specific. Courses are mostly synchronous online, so students throughout Virginia can participate while maintaining teaching positions.

Vision impairment can be either ocular or neurological: stemming from either the eyes themselves or from how the brain processes what is seen. Because of this, it鈥檚 not always obvious when a student has a vision impairment. Avila notes that about 90% of the students with low vision show symptoms that are only obvious to those with training.

And without the ability to see or perceive visual content, access to education in the classroom is impacted. Being unable to see or read what鈥檚 written on a presentation, smart board, or chalkboard, missing important demonstrations, and being unable to understand instructions on worksheets or homework all can cause students to rapidly fall behind.

鈥淚t is extremely important that general education and special education administrators are aware of the cues that could signify learning is being impacted by a student鈥檚 eyesight,鈥� explained Avila, 鈥渁nd to know how to adapt the classroom environment to support that student鈥檚 learning ability.鈥�

Photo provided

Throughout the various degree paths, students learn foundational knowledge on how to spot signs of possible vision impairment, how to develop and implement accessible classroom designs and lesson plans, and how to read braille. And, as with most degrees in education, they are required to complete field experience hours. In this case, their experiences are often teaching braille to a child with vision impairment, or working with mentors and teachers to design solutions to support a child鈥檚 success in their classroom through various adaptive and assistive technologies. They even spend a weekend on the Fairfax 海角社区 during the summer to be trained in using a white cane and learning guiding techniques, so they can better understand the nuances of safely and effectively guiding someone who may need assistance.

鈥淲hen George Mason first took over the program in 2007, it had the ingenuity and innovation to redevelop the program through incorporating the available technologies,鈥� said Avila. 鈥淎nd George Mason continues to show that it鈥檚 committed to supporting our program because it serves a critical need.鈥�

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Teacher Clothing Closet helps student teaching interns look and feel their best

Sarah Holland — Mon, 10 Feb 2025 19:14:45 +0000

Teacher Clothing Closet helps student teaching interns look and feel their best Sarah Holland Mon, 02/10/2025 - 14:14

One late fall evening, two rooms in 海角社区鈥檚 Merten Hall were transformed from basic conference rooms to a designer runway.

Photo by Evan Cantwell/Office of University Branding

Student and alumni volunteers from the College of Education and Human Development (CEHD), Mason LIFE, and a local Girl Scout troop modeled themed fashions and assistive devices on the catwalk. Backstage, EDSE Council treasurer Shauna Stacks, a senior, and current EDSE president Emily Hulett, a junior, curled hair, contoured cheekbones, and dabbed eyeshadow onto the models.

It was a fashion show unlike anything CEHD has seen, ending with the ribbon cutting and grand opening of the Teacher Clothing Closet, a free resource for teacher interns to get professional clothing. It鈥檚 the first major service project of the EDSE Council鈥攁 new student organization named after the course code for special education courses, created to foster a supportive, inclusive community within the special education program at George Mason.

The EDSE Council鈥檚 faculty facilitator Sharon Ray, associate professor of special education, first brought the idea of a clothing closet to the council. 鈥淚 spoke with several faculty members about how students struggle with resources, specifically professional clothing resources,鈥� she said. 鈥淭he council was interested in doing a fashion show, and I thought a service-oriented project like a clothing closet would be a good companion to the event.鈥�

Clothing expectations for teachers vary. A first-grade teacher, for example, needs clothing that is professional and modest without being restrictive so they can move quickly and freely. A high school teacher might need attire that is more business casual. And the culture of each school influences their dress code, whether as unspoken rules or written guidelines.

Many students, when starting their internships, lack adequate professional attire and the costs to buy a new wardrobe are often greater than they can afford.

鈥淏ecause you鈥檙e essentially in the classroom for 40 hours a week, most interns end up needing to quit the jobs they鈥檝e had to pay for college or take reduced hours at them. So your resources are already limited,鈥� said Lydia Kraiger, previous EDSE Council president and current senior. 鈥淭hen you鈥檙e in the classroom, and your clothes are getting tugged on, things are spilled on you...buying $70 pants that just get ruined isn鈥檛 reasonable for us."

Even just among the council members, the cost of clothing is a major hurdle. Council secretary and senior Emily Ritter said that she has two outfits she rotates throughout the week. Hulett said she only has one.

鈥淚 don鈥檛 have another option,鈥� she said.

Thrifting has been helpful to some in the past, but even that comes with barriers. Students spend hours hunting for items that are in good condition, fit well, fulfill the expectations of the school, and meet the needs of their job. And for some, there鈥檚 an emotional hurdle as well.

鈥淚t can be embarrassing for some people,鈥� said Hulett. 鈥淭hey don't want to have to go to Goodwill and have people see them have to buy those clothes because they can't afford anything else.鈥�

鈥淥ne of the things we learn in our classes is culturally responsive teaching: how to teach students from different backgrounds and experiences,鈥� said Joshua Mills, EDSE Council vice president and current junior. 鈥淎nd that includes meeting student needs through knowing what resources can help and advocating when we see a gap.鈥�

The council agrees that this foundational philosophy extends to their colleagues.

Led by EDSE Council secretary and 鈥渃loset keeper鈥� Claire Johnson, a junior, the council curates the closet selection by reviewing each piece donated before they go on the racks. They鈥檝e made sure there are a variety of sizes and styles available, and everything in the closet is teacher approved. Any clothing that is considered too casual is re-donated to the Transgender Clothing Closet hosted by the LGBTQ+ Resources Center.

Lydia Kraiger, left, and Claire Johnson look through the clothes in the closet. Photo by Evan Cantwell/Office of University Branding

Students who wish to use the closet fill out an online form with their availability. One of the students from the club will confirm their appointment and meet them at the closet. Like a personal shopper, club members are happy to help their closet patrons find what they鈥檙e looking for among the racks and provide feedback on how things fit and if the piece will work for their classroom needs.

The space is small, but bright; well鈥搊rganized without feeling overcrowded, with clothing racks, organizational bins, and hangers thrifted from local marketplaces and faculty donations. It smells clean and fresh. It鈥檚 easy to imagine a student walking into the closet and feeling a renewed sense of empowerment and confidence.

鈥淚鈥檓 just really impressed with all they鈥檝e been able to accomplish and the support they鈥檝e received from the community,鈥� said Ray.

鈥淎nd it speaks to George Mason鈥檚 commitment to education for everyone.鈥�

To donate clothing, please reach out to Sharon Ray at sray4@gmu.edu.