Spotter Staffing

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Spotter Staffing We are a staffing firm that places SLPs, OTs, PTs, Social Workers and Special Educators in schools.🦙

10/16/2026

If you work with kids who are blind, please play hide-and-seek together. 💛

I am very willing to give a dramatic performance while searching for my students. Where could they be? How will I EVER find them? 😂

I love that we get to have these moments together. Sometimes you just need to make time for a favorite game and enjoy being around each other.

What game always gets your kids excited?

10/15/2026

One of my favorite things about teaching is getting invited into my students’ worlds. And this girl has a whole world to share. 💛

I absolutely love her imagination and creativity. I’m invested in the imaginary friends. I want the names. I want the updates.

And apparently, 17 names is ONLY 17 names. 😂 Personally, I think that’s impressive.

I could listen to her all day.

10/08/2026

When you tell your student she can do ANYTHING she wants with her free time...

and she chooses a research project. 😂

Honestly... I love this kid.

10/07/2026

I genuinely love the amount of effort kids will sometimes put into convincing you that YOU should do their work.

Like... imagine if we redirected this energy toward the actual assignment. 😂

He had an actual argument and was willing to negotiate.

Unfortunately, I kept coming back to one minor detail:

I'm not the student here!

I respect the attempt though.

10/01/2026

I am a HUGE fan of anything that makes data collection take approximately 30 seconds instead of becoming another entire task on my to-do list. 😂

For sight words, I made one Google Form with all of the words I need to assess.

As we're going through them, I can quickly mark whether each word was correct, incorrect, or wasn't presented.

Submit.

Done.

Now I have the data without having to stop the lesson to write a bunch of notes, transfer information somewhere else later, or try to remember which words they missed.

Is creating a Google Form revolutionary? No. 😂

But I think sometimes we make data collection WAY more complicated than it needs to be.

If there's a way to collect the information I actually need while I'm already working with the student, I'm doing that every single time.

Work smarter because there are already approximately 700 other things that need to get done today.

09/30/2026

Sometimes I forget just how much information sighted kids pick up without anyone ever explicitly teaching it to them.

One of my favorite examples happened when I asked a group of blind kindergarteners:

“What is a mouse?”

They told me it was a huge, terrifying monster.

Like... bigger than a house. 😂

For a second I couldn't figure out WHERE they had gotten that idea.

Then it clicked.

Think about their experiences with mice.

They'd heard people scream when they saw one. They'd heard people say they were terrified of them. They'd heard all the chaos that can happen when a mouse gets into a room.

But they hadn't necessarily seen the tiny little creature causing everyone to lose their minds.

Based on the information available to them, a mouse being a giant terrifying monster was actually a pretty reasonable conclusion. 😂

So we talked about what mice actually are, how they look and, most importantly, how small they really are.

Then they got to feel a model of a mouse.

And suddenly the tables turned.

“YOU'RE afraid of this little thing?!”

The judgment was PALPABLE. 😂

That's incidental learning.

Sighted kids are constantly gathering information simply by observing the world around them. Blind and visually impaired kids don't always have access to that same information unless we intentionally provide it.

And it's something I still have to remind myself of as a TVI:

Before assuming something is “obvious,” stop and think about how your student would have had the opportunity to learn it.

Also, apparently we sighted people need to get it together when it comes to mice. 😂🐭

09/25/2026

Teachers, I have a recommendation for ALL of you. 📚

Julia Donaldson books.

Not only are the books fantastic, but so many have these beautifully animated adaptations with voice casts that have absolutely NO business being this good. 😂

We're talking Helena Bonham Carter, Robbie Coltrane, John Hurt, Gillian Anderson, Simon Pegg, Sally Hawkins, Timothy Spall… the list keeps going.

So you can read the book with your students and then watch this gorgeous animated version of the same story afterward.

But there's another reason these have become extra special in MY classroom.

Because the films stay so faithful to the books, my blind students can read the story first, learn the characters and language, and then follow along with the movie without having to rely entirely on what's happening visually.

That's a HUGE win for me as their TVI. ❤️

So yes, I recommend these to any educator.

But I do have one request:

**Prime Video, PLEASE add audio description to these movies. I am begging you. 🙏😂**

They're already SO good for my blind students. Adding description of those visual moments would make the experience even more accessible.

Great books. Great movies. Incredible actors. And SO close to being an accessibility home run.

09/24/2026

Apparently I don't need to plan our field trip anymore. I have a student for that.

I was trying to figure out what we should do, so why not bring one of the people actually GOING on the field trip into the conversation?

And suddenly she's brainstorming ideas, thinking through what everyone could do, and basically pitching me the entire experience.

Meanwhile, my contribution to the planning meeting:

“No thank you from me.”

But really, I love moments like this.

Giving students a voice doesn't always have to be some huge formal initiative. Sometimes it's simply saying, “Hey, help me figure this out.”

They get to problem-solve, advocate for what sounds fun, share their opinions, and have some ownership over an experience that's ultimately supposed to be for THEM.

And occasionally they get to discover that their teacher is the difficult member of the planning committee.

09/23/2026

Trust your blind students with scissors.

Sometimes our instinct is to protect students by doing something FOR them or deciding something is too difficult or too dangerous.

But independence has to be learned.

Give them the tools. Teach the skill. Make adaptations when they’re needed. And then give them the opportunity to actually DO it.

Presume competence. ❤️

InclusiveEducation

09/23/2026

Trust your blind students with scissors.

I know that sentence might make some people nervous.

But one of the biggest things we can do for students with disabilities is give them opportunities to actually learn the same everyday skills we expect their peers to learn.

That doesn't mean handing a student scissors and saying, “Good luck!” It means teaching the skill, finding accessible ways to complete the task, making adaptations when they're needed, and giving the student enough practice to become independent.

In this case, we're working with raised/tactile lines so the student has something they can actually feel and follow.

Sometimes protecting a student from every possible risk also protects them from opportunities to learn.

Give them the instruction. Give them the tools. And then trust them enough to try. ❤️

Address

3023 N Clark Street #204
Chicago, IL

Opening Hours

Monday 8am - 6pm
Tuesday 8am - 6pm
Wednesday 8am - 6pm
Thursday 8am - 6pm
Friday 8am - 6pm

Telephone

+17736728881

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