Research Study #5: Mentoring for the Future: An Intervention Development Study Promoting Career Development and Customized Employment for Blind, DeafBlind, and Low Vision Youth
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The RRTC on Employment Among Transition-Age Youth with Disabilities is conducting six studies to develop effective practices to improve employment outcomes for transition-aged youth. This plain language research brief provides an update on Research Study #5.
The goal of this two-year virtual research study is to learn how well a peer mentoring program works for blind, low vision, or DeafBlind junior and senior high school students. We want to learn if working with peer mentors who are blind, low vision, or DeafBlind helps mentees build self-advocacy skills, explore career goals, and plan for life and work after high school. We also want to learn if work-based learning experiences help students improve career outcomes and influence employers’ attitudes about hiring vision-impaired employees. This study is a partnership between Virginia Commonwealth University and the Virginia Department for the Blind and Vision Impaired.
Study Update
Students in the first year of the study completed a career development portfolio. The portfolio helped them learn about community supports, career fields, and work and school options. They continue to take part in MediaVoice, a participatory action research method developed from PhotoVoice for this study (Paiewonsky, 2014). MediaVoice allows them to use photos, voice recordings, and other recording tools to share their experiences and views. Study partners are working with students to develop work-based learning experiences for Summer 2026. Recruitment for Cohort Two is underway, with new mentees beginning the program in August 2026.
What We Found So Far
Researchers reviewed best practices for making technology accessible for people who are blind, low vision, or DeafBlind. They also worked with collaborators who have lived experience to make the study more accessible (AccessATE, n.d.; Akter et al., 2023; Conway & Benge, n.d.; Griffin-Shirley et al., 2017; Martiniello et al., 2022; National Federation of the Blind, n.d., Virginia Department for the Blind and Vision Impaired, n.d.; Willamette University, n.d.). These practices are now publicly available through a webcast (McDonald Hurford et al., 2025). Research partners also helped to develop accessible career development portfolio materials and technology training based on mentor and mentee feedback.
Early findings from the MediaVoice project suggest that flexible media options give students different ways to document and share their experiences. Researchers also found that mentees could not use smartphones during the school day. This limited mentees’ ability to access smartphone apps used as assistive technology by people with disabilities. Researchers want to better understand how to reduce barriers so that students can learn how to use these tools to support their education and employment goals.
Next Steps
The study will culminate with a paid work-based learning experience and a one-year follow-up to evaluate short and long-term career progress. As part of their ongoing MediaVoice project, students will continue documenting their experiences through the use of photography, audio memos, and/or other media tools of their choice. Students will also reflect on their experiences with other mentees as they move into their summer work-based learning experiences. Employers will be asked about their attitudes on hiring employees with vision impairments.
Learn More
To learn more about this study or the other studies conducted under VCU’s RRTC on Employment of Transition-Age Youth with Disabilities, visit transition.vcurrtc.org.
References
AccessATE. (n.d.). Workplace communication for blind & low vision employees. https://accessate.net/tipsheet/blind-low-vision-communication
Akter, T., Cha, Y., Figueira, I., Branham, S. M., & Piper, A. M. (2023). “If I’m supposed to be the facilitator, I should be the host”: Understanding the accessibility of videoconferencing for blind and low vision meeting facilitators. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 1–14). ACM. https://doi.org/10.1145/3597638.3608420
Conway, J., & Benge, C. (n.d.). Zoom video-conferencing: Accessibility practices for people who are DeafBlind. Helen Keller National Center.
Griffin-Shirley, N., Banda, D. R., Ajuwon, P. M., Cheon, J., Lee, J., Park, H. R., & Lyngdoh, S. N. (2017). A survey on the use of mobile applications for people who are visually impaired. Journal of Visual Impairment & Blindness, 111(4), 307–323. https://doi.org/10.1177/0145482X1711100402
Martiniello, N., Eisenbarth, W., Lehane, C., Johnson, A., & Wittich, W. (2022). Exploring the use of smartphones and tablets among people with visual impairments: Are mainstream devices replacing the use of traditional visual aids? Assistive Technology, 34(1), 34–45. https://doi.org/10.1080/10400435.2019.1682084
McDonald Hurford, R., Carignan, H., Aunspach, D., & Scheifele, L. (2025). Getting started right: Preparing for inclusive research with collaborators who are Blind, DeafBlind, or have Low Vision [Webcast]. https://vcurrtc.org/training/webcastDetails.cfm/1730
National Federation of the Blind. (n.d.). Courtesy rules of blindness. https://nfb.org/programs-services/blind-equality-achievement-month/courtesy-rules-blindness
Paiewonsky, M. (2014). See what I mean: Participatory Action Research with college students with intellectual disabilities. Institute for Community Inclusion, University of Massachusetts Boston.
Virginia Department for the Blind and Vision Impaired. (n.d.). Virginia Department for the Blind and Vision Impaired. www.dbvi.virginia.gov
Willamette University. (n.d.). Accessible emails. My Willamette. https://my.willamette.edu/site/digital-accessibility/guidelines/emails
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