Abstract
The Individuals with Disabilities Education Act (IDEA) mandates high-quality special education services for U.S. students with visual impairments (VI) in their least restrictive environment. Due to shortages of teachers of students with visual impairments (TVIs) and other resources, however, many students with VI, especially those in rural or remote areas, receive limited Individualized Education Program (IEP) services from TVIs and may not consistently receive appropriately adapted materials for accessing the class content in a timely manner. One possible solution is hybrid service modality, consisting of in-person and remote instruction. This article discusses considerations for conducting high-quality hybrid services and practical strategies that TVIs can implement during the preparation and instruction of students with VI.
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