October is Blind Awareness Month and Oct. 15 is White Cane Safety Day
By Leslie Lugo, Office of Special Education Programs Intern
Santiago uses his adapted white cane walker to navigate the world around him.
October is Blind Awareness Month and last Tuesday, Oct. 15, was White Cane Safety Day, a nationally recognized event established by Congress and signed by President Lyndon B. Johnson in 1964. Around the country, local education agencies, state agencies, nonprofits and foundations, infants, toddlers, students, families, teachers, and administrators came together to celebrate the importance of the long cane used by individuals who are blind or visually impaired.
The cane is a paramount tool that helps people with visual impairments live independently; it also serves as a symbol that recognizes the talents, skills, and achievements of those who are blind or visually impaired.
I wear multiple hats: I am an educator; I am a researcher; I am an intern in the Office of Special Education Programs (OSEP); I am a parent of a child who is blind with other disabilities. In all these roles, I advocate that we hold high expectations for children with disabilities.
Leslie and Santiago’s TSVI and O&M stand behind Santiago.
As a Ph.D. student in special education, I’ve had the privilege of interning at the federal level with the OSEP where I work on various projects related to supporting students who are blind and visually impaired. This experience has invited me to delve deeper into the development of policies and initiatives aimed at improving educational outcomes for these students. I have also analyzed qualitative data from state-level projects that support students who are deafblind.
Fundamentally, my work at OSEP reinforces my understanding of the importance of evidence-based practices and the critical role that collaboration plays in creating supportive and inclusive learning environments.
From a personal level, my family has experienced the benefits of collaborative, inclusive environments firsthand. When my son was born fully blind almost six years ago, I knew little to nothing about visual impairments – despite having worked in education for many years. However, it did not take long for me to understand the importance of early identification and early intervention services.
Within six weeks, Santiago had an evaluation, and within two months, he was receiving services from a teacher of students with visual impairments (TSVI), an orientation and mobility instructor (O&M), a physical therapist, a speech-language and feeding therapist, and an occupational therapist. His services in an educational setting have since expanded to even include music therapy.
Student who is blind with professional and educational support staff. An adapted white cane is attached to his wheelchair.
As he transitioned to preschool after receiving early intervention services under the Individuals with Disabilities Education Act (IDEA) Part C program, his orientation and mobility instructor (one of the best!) has been creative. Santiago’s severe dystonia, which is a neurological condition that manifests in muscle tightness and spasms, limits his ability to walk. Consequently, his O&M has applied for grants to receive wearable canes at no cost. She has retrofitted white canes to work with his wheelchair and gait trainer. She has exposed him early and often to a standard white cane, improving concept development and spatial awareness even while sitting in a wheelchair, and she has extended O&M instruction beyond the classroom – often integrating music and singing into lessons.
Furthermore, his TSVI who is also amazing, has complemented these activities by integrating braille literacy: She places cards with relevant vocabulary in braille on the walls and playground during his O&M sessions. When Santiago finds landmarks or clues with his adapted white cane, he simultaneously works on braille.
His classroom teacher, paraeducator, and occupational, physical, speech-language, and music therapists all integrate these interventions in and out of the classroom. It also must be noted that the school administration supports Santiago’s progress by fostering a truly inclusive environment where every member of the team plays a role in his success. The school receptionist and the school nurse make his day brighter when he pops into their offices to say “hello” after finding their desks with his adapted white cane.
Principal, specialized teachers, and kindergarten student in North Texas school.
While raising Santiago has certainly had its difficulties, what makes this journey not only bearable but truly remarkable is the synergy between Santiago’s team of educators, administrators, therapists, and family members. We all bring our expertise. But more importantly, we all bring a shared belief in Santiago’s potential. It’s not just about teaching him skills; it’s about fostering a spirit of curiosity and a conviction that he can achieve whatever he sets his mind to. This unity in purpose has led to innovative solutions tailored to Santiago’s unique needs, turning challenges into opportunities for growth.
Every morning when Santiago gets on the bus with the help of his wonderful bus driver and monitor, I remind him of our family mantra: “You are kind and capable!”
Santiago’s progress is not just a testament to his resilience but also to the creativity and collaborative spirit of his support team—a team that refuses to let barriers define his future, a team that fosters his kindness and imagines his capabilities.