For individuals who are blind, have low vision or are deafblind, access to safe and efficient mobility is associated with career opportunities, community inclusion, and improved quality of life (Cmar, 2015). Implementing inclusive mobility support with students who are visually impaired or deafblind involves thoughtful assessment and instruction from an Orientation and Mobility Specialist as well as collaboration with all members of the educational team. In this article, we will explore collaboration as a High-Leverage Practice to engage students, professionals, peers, and family members with integrating motivating mobility strategies within everyday home, school, and community routines. We will also examine the ways that collaboration leads to more holistic and sustainable mobility for diverse students.

Abstract Dine’ families who have children with special needs residing in rural communities within the tribal lands experience a lack of equity in educational programs. The lack of equity resides in the educational impacts of understanding cultural relevancy, and educator/parent collaborative approaches for Diné (Diné) families in rural locations. In sustaining a level of partnership between educators and Diné (Diné) families, the system K’é, which refers to kinship, focuses on gaining a level of understanding and respect along with a deeper awareness of the individuality of clanship. In working simultaneously with the Diné system of cultural relevancy, collaboration begins to reformulate educational harmony that was once historically desensitized. Furthermore, this collaborative framework is strengthened with greater respect between educators and families of children with disabilities. Research has proven that parental involvement impacts student learning and creates greater support for children with disabilities.

Students who are blind or visually impaired (BVI) require specialized literacy instruction that aligns with both braille reading development and evidence-based literacy practices. With the increasing adoption of Science of Reading policies, teachers of students with visual impairments (TSVIs) must navigate new literacy mandates while ensuring their students receive appropriate instruction. This article presents a research-based approach to integrating braille literacy assessment with structured, evidence-based reading instruction. Using a case study of a second-grade braille reader, the article illustrates how a TSVI, a reading specialist, and a general education teacher collaborated to develop and implement an Informal Braille Reading Inventory (IBRI). The IBRI provided meaningful data to guide instruction, improve literacy outcomes, and align braille instruction with general education reading expectations. Practical strategies for assessment, intervention, and interdisciplinary collaboration are discussed, offering a model for ensuring BVI students receive equitable literacy support.

A significant issue in special education is the underrepresentation of, and limited collaboration with families from historically marginalized cultural and linguistic background in school meetings, especially among Navajo (Diné) families. Cultural misunderstandings, systemic inequities, and entrenched assumptions about language, race, and family engagement exacerbate this problem. Special education providers often lack familiarity with Diné culture, affecting their ability to effectively engage. Unique familial structures and limited access to amenities on the Diné reservation further complicate family-school partnerships in Individualized Education Program (IEP) meetings. This article examines how Diné families experience IEP meetings and offers strategies for providers to enhance collaboration in accordance with the Individuals with Disabilities Education Act of 2004. By reviewing the history of Diné schooling, institutional and cultural barriers, and by incorporating vignettes featuring Sylvia and Ms. Wilson, this article highlights obstacles and provides practical suggestions for improving collaborative participation through cultural understanding and responsive to systemic inequities.