Week 3: June 29 - July 3

Cohorts and Events 2026 Hive Summer Cohort
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Students develop tactile skills most successfully when teachers, families, and TVI’s work together with shared goals and consistent strategies.

Breakdowns in collaboration often occur because team members have different levels of knowledge about tactile learning for their student. General education teachers may not be familiar with tactile teaching methods, families may not receive enough guidance to continue practice at home, and specialists may have limited time to collaborate with classroom staff. Inconsistent communication can result in students receiving mixed expectations or missing opportunities to practice important tactile skills across different environments.

Collaboration can be strengthened through regular team meetings, and ongoing communication between school and home. Collaboration also allows for discussion about common language used surrounding tactiles. Professional development can also help educators better understand tactile learning and the importance of providing hands-on experiences. By working together and maintaining consistent expectations, educational teams can create a supportive environment that helps students develop the tactile skills they need for academic success, independence, and participation in everyday life.

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Hi I like that you included the importance of language in this topic. Having a common set of language to use with a student is just as important, I believe. Collaborating to make that core vocabulary is a wonderful way to ensure that it is consistent.

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I find in my school division that the general ed teachers are hard to pin down for those conversations about what works best for their student. Our TVI’s spend time at the beginning of the year with the paraprofessionals who support our students and regularly follow up with them since they spend everyday, all day with students. Teachers are less frequently met with other than in passing. This does lead to a breakdown in communication and collaboration.

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  1. To what extent are current educational systems equipped to support the long-term development of tactile skills? What changes would you advocate for at the classroom or systems level

Direct instruction in tactile skills appears significantly undervalued in the educational settings I’ve participated in. Current educational systems rarely allocate the service time or provide the teacher training necessary for the long‑term development of tactile proficiency, making it difficult for students to build and generalize these skills across their learning environments.

Instructional priorities tend to center almost exclusively on braille reading, while tactile skill development is often treated as secondary—especially for students who are not formal braille learners or readers. In my experience reviewing FVA reports from multiple school divisions, I have yet to see a tactile assessment included as part of the evaluation process.

I strongly advocate that all learners with visual impairments receive systematic instruction in tactile skills aligned with their needs and abilities. Achieving this would require:

  • Tactile skills assessments for every visually impaired learner

  • Increased direct service time dedicated specifically to tactile skill development

  • Expanded teacher training for classroom educators on tactile instruction and on adapting classroom materials to support tactile access

Strengthening these areas would ensure that tactile learning is treated as a foundational component of instruction rather than an optional supplement.

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I totally agree with you that both collaboration and training for staff and families are lacking in most systems & critically important for success in development of tactile skills. Anytime there is a need for increased collaboration and training, time seems to be a resource that is also lacking. I have often heard from teachers and families that there just isn’t enough time to add anything more to the day. I’m not sure how to bridge that gap!

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I agree that this tool is helpful and will be a welcome addition to my resources. I didn’t realize tactile skills assessments existed in this format and look forward to how it will increase my success in working with students.

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I agree that it is difficult when you find out about last minute units or field trips. One thing my team has done is make “Grab and Go” bags. These bags have basic activities that go with different units for a quick grab. We have tried to combine activities with a book, a OT activity, and something tactual that goes with the book. ~ Lana

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I think the ability to reflect on what we have done and find ways to improve instructional practice is the only way to become a better teacher. Good job with noticing your errors and creating a way to use the evidence-based practice of hand-under-hand in the future. I agree that wait time is huge. With our tight schedules, I find it hard to give the wait time my students need. I have too many other places to be and things that need to be done. I have started counting to 5 before helping my students to give them that time to explore before intervening.

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I started my teaching career at a school for the deaf. I agree that residential placements provide more knowledgable staff and a skillset that is not seen in districts. Unfortunately, it is now hard to get parents and districts to agree to send a child to a state school for the blind even when they are struggling with academic instruction in the regular classroom.
On the other side, they will not always be in a setting where they are supported. I taught seniors at the school for the deaf. They were so used to the support provided during the school day that many struggled to find a job and succeed in the hearing world when they graduated. Is that true for graduates from schools for the blind as well?

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Wow! The district made a huge mistake. It makes no sense unless they were looking to reduce a position.

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Yes, gen ed teachers are less open to addressing tactile skills. They’re so busy with all their classroom responsibilities that they’re not able to address individual tactile skills development.

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  1. Reflect on how educational teams (teachers, families, specialists) collaborate to support tactile development. Where do breakdowns typically occur, and what could strengthen this collaboration?

As stated in the article “The Early Tactile Learning Profile”, the development of tactile skills is dependent on the development of both gross and fine motor skills. Gross motor skills (large muscles) develop first and provide the foundation for fine motor (small muscles) development and refined tactile skills. Tactile skills are generally acquired in a sequence from gross to fine motor, concrete to abstract, and from awareness and attention stage to understanding and application. (Adkins, Kitchen, & Debra Sewell, 2021)

Breakdowns often occur when expectations are inconsistent, when adults complete tasks for students instead of encouraging their independence, or when there is a lack of communication among professionals working to meet the student’s goals. In my experience, adopting a more multidisciplinary team approach promotes regular communication between parents, teachers, and specialists. This collaboration ensures that students have consistent opportunities for hands-on exploration both at home and at school. By sharing strategies, celebrating progress, and fostering independence, the team can provide meaningful tactile experiences that support the student’s overall development.

Before working with students, I primarily assisted adults who had lost their vision at a Comprehensive Rehabilitation Center for individuals who are blind. I worked with students at various levels, ranging from total blindness to low vision. As an Orientation and Mobility instructor, I used a 3D pen to create tactile maps illustrating the layout of buildings, neighborhoods, and intersections. These maps helped my students develop spatial awareness as they traveled.

Additionally, the skill of tactile awareness was applied across various areas, including personal management, communication, manual tasks, and the use of assistive technology. Students learned to use their hands to discern details and complete tasks effectively. As a professional group, we collaborated to help students build the confidence they needed to accomplish tasks independently. Students learned to use their hands to discern details and complete tasks independently.

Bibliography

Adkins, A., Kitchen, S., & Debra Sewell, S. B. (2021). The Early Tactile Learning Profile. Retrieved from TX Sense Abilities: https://www.tsbvi.edu/tx-senseabilities/issues/tx-senseabilities-spring-2022-issue/the-early-tactile-learning-profile

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Great reminder of the importance of stepping back and allowing the student to explore. At the end of the day, the main goal is for our students to be independent. I, too, struggle with being patient and allowing my student to explore due to time constraints that require them to return to class within a certain time frame. My goal is to plan better, thus allowing the student more time to explore and feel less rushed, and minimizing the amount of time I am doing hand-over-hand, thus encouraging independence/confidence as they learn.

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As the only TBVI in the district, I also find it difficult to fully provide my student with the support for long-term development of tactile skills. Recently, the school has begun transitioning more to online platforms for students to access information, thereby losing the tactile aspect that would benefit my students. Luckily, I have a great team I work closely with to provide our students with access, but it also depends on the curriculum writers to push for our students to have access to the material in a format they can use. Definitely pushed to be creative, as the world continues to advance and rely more on technology.

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Brandy ~ your comments above had me realizing how I am not benefiting my students … because I am one of those TVIs that does not include a tactile assessment in my FVA for students who require tactile skills.

This summer three tactile learners moved, two (DB) to be closer to medical and one due to a divorce and I am sitting here thinking about what I need to write in a report to send to their next TVI.

I have two coming in from Part C to B and will be making sure that I start off including long-term development of tactile skills. I just wish they weren’t in districts 2+ hours away so I could see them more, luckily they will both have amazing ECSE teachers and paras.

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  1. Reflect on how educational teams (teachers, families, specialists) collaborate to support tactile development. Where do breakdowns typically occur, and what could strengthen this collaboration?

Collaborative support from the educational team—including Teachers of the Visually Impaired (TVIs), Orientation & Mobility (O&M) specialists, general education teachers, paraprofessionals, and families is critical for a student’s tactile development because tactile learning is highly sequential and requires continuous reinforcement.

Breakdowns can occur when:

TVIs and O&M specialists frequently work in isolation due to high caseloads and scheduling conflicts.

General education curriculums move quickly. If a classroom teacher changes a lesson plan at the last minute, the TVI or braille transcriber does not have enough time to modify or simplify visual graphics into meaningful tactile representations. The student is often left with an unusable direct visual copy .

Parents and families want to support tactile literacy but often lack training in specialized techniques. If tactile graphics and braille materials only exist at school, the student loses opportunities for natural practice at home.

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That is such an important point, and being the only TBVI in a district adds an entirely different layer of pressure to that responsibility. It feels like a constant race against time to ensure your students don’t get left behind as classroom environments sprint toward fully digital, paperless formats. It’s incredible you have such a supportive team.

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That is a frustratingly common breakdown in many divisions, and you’ve highlighted a really critical dynamic: the game of “telephone” that accidentally happens between TVIs, paraprofessionals, and classroom teachers. We just have to continue to include the gen ed teacher and ensure they are an active member of the team:-)

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I have taught braille and tactile skills for 13 years, and during that time I have participated in many discussions about hand-over-hand versus hand-under-hand techniques. I see many benefits to using hand-under-hand. As the article points out, controlling a student’s movements through hand-over-hand can unintentionally send the message that they are not capable individuals. I want to do everything I can to foster my students’ independence and confidence, so I intentionally try to use hand-under-hand whenever possible.

That said, I have also experienced situations where hand-over-hand was more effective in engaging a student or teaching a specific skill. When I do use it, I always ask permission before moving a student’s hand or explain that I would like to show them a particular hand position. Some hand positions and fine motor movements are easier for students to understand when they can directly feel the movement through carefully guided hand-over-hand support.

For example, I have worked with preschool students who place their hands on top of mine during hand-under-hand instruction. In those moments, they are often only feeling the back of my hand rather than the movement I am trying to demonstrate. In situations like these, a brief, respectful use of hand-over-hand can provide the tactile information they need.

Overall, I will continue striving to reduce controlling touch in my lessons because I believe it promotes greater confidence, independence, and a stronger sense of capability. At the same time, I recognize that effective instruction requires an individualized approach. By prioritizing active, non-controlling interactions while remaining flexible enough to use more direct guidance when appropriate and with the student’s consent, I can better support each student’s learning needs while still encouraging independence.

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You highlighted several challenges that many educational teams face. I especially agree that communication is often the biggest barrier. Last-minute changes to classroom instruction can make it nearly impossible for TVIs and braille transcribers to prepare meaningful tactile materials, which can leave students without equal access to the lesson.

I also appreciate your point about family involvement. Families want to help, but they may not have the resources or training to reinforce tactile skills at home. Providing simple strategies, sharing tactile materials when possible, and maintaining regular communication can help bridge the gap between school and home.

I think strong collaboration starts with proactive planning and consistent communication among all team members. When teachers, specialists, paraprofessionals, and families share goals and strategies, students receive more consistent opportunities to build tactile skills across different environments. That consistency not only strengthens tactile development but also promotes greater independence and confidence.