Lowie van Eck (33) is a teacher assistant at Bartiméus Special Education Zeist. This is a school for children with visual impairments. They learn the same as children in a regular primary school, but with accessibility features like a screen magnifier, Braille, or contrasting colors.
In light of Teacher's Day and Accessibility Week, which this year focuses on accessible education, we asked Lowie a few questions. We're curious about his ideas on accessibility in mainstream education and the possibilities for special education.
What do you do as a teacher assistant at SO Zeist?
The role of teacher assistant is very diverse. For example, I instruct students in math, language, and spelling lessons. I also support gifted students by offering them additional enrichment material. Furthermore, I teach ICT lessons to some of our students. These are just a few of the tasks that are standard on my schedule. When a teacher has leave or is attending a meeting, I cover the class. So, in addition to supervising small groups, I also regularly teach the entire class.
Can children who complete this education then go on to a regular secondary school with specific support and resources? Or will they then go to a special secondary school?
At our Zeist location, we also have a special secondary education (VSO) in the same building, which many of our students choose. They know the building, the surroundings, and many of the teachers who work here. Subject-specific teachers, such as physical education, music, and creative arts, teach both special education (SO) and special education (VSO). This way, students remain in a familiar and familiar environment. Of course, some students choose to attend a regular secondary school. These students receive support from an educational counselor (AOB) who provides the right resources and guidance. For example, Hanneke Kemp, who also appears in the ADOA podcast.
Listen to episode #7 of the ADOA podcast with Hanneke Kemp >
What do you think of working as a teacher assistant at SO Zeist?
Every eye disease and every child is different, and that makes my work both enjoyable and challenging. Working at a cluster 1 school also teaches me how to deal with my own visual impairment. Because I'm surrounded by people with visual impairments, I'm regularly held up a mirror. My students sometimes use (vision) strategies I hadn't even considered, which I can then apply. That, I think, is the strength of our school: our specialization in the target group and our experience-based expertise.
What was your own time at school like? What was your vision like at that time, and did you use any assistive devices?
When I was seventeen, I was diagnosed with optic atrophy. Because of this, there was little knowledge about my vision during my elementary and middle school years. Teachers did realize I had vision loss, so they did their best to get me the help I needed.
I believe all teachers should pay attention to the individual child. Despite the lack of tools like magnifying glasses or magnification, I still managed to successfully navigate regular education. For me, accessible education starts with pedagogical tact, with teachers acting appropriately.
Do you think that if more attention were paid to accessibility, more children would be able to attend regular education? What do you think is necessary for this, and is it desirable?
"This will naturally increase the number of students who can attend regular education. Within special education, we focus on critical success factors, with the goal of strengthening the social participation of blind and visually impaired students. It's crucial that our target group learns to be independent in traffic (orientation and mobility), acquire visual strategies, and develop ICT skills. These skills are essential and must therefore be consciously taught."
Is there anything you would like to share in the context of Teacher's Day and Accessibility Week with the theme of accessible education?
"For us, too, the foundation is to consider the individual needs of each child. For me, accessibility starts with truly seeing the student and being mindful of their needs."
About Lowie
Besides his work as a teacher assistant, Lowie inspires many with his athletic achievements. In 2023, he became the Dutch Blind Running Champion, accompanied a blindfolded buddy during a 15-kilometer run, and this year became the first visually impaired runner to finish a marathon independently!
