Professional Profile
Courtney Greer is a distinguished Teacher of Students with Visual Impairments (TSVI) and an assistive technology specialist with over 30 years of dedicated service to the low-vision and blind community. Her extensive career spans education, vocational rehab, and independent living programs, where she empowers individuals to gain the technical skills and confidence required for total independence.
Throughout her professional path, Courtney has excelled as a Vocational Rehabilitation Teacher, Transition Counselor, and Special Education Technology Specialist. She offers deep technical proficiency in implementing specialized systems, including screen reading software, braille displays, and tailored workplace modifications. Her expertise ensures that students and professionals alike can navigate their environments with precision and autonomy.
A prominent advocate and public speaker, Courtney demystifies complex accessibility standards into practical strategies for families and practitioners. She frequently presents her findings at major conferences such as the Texas Computer Education Association (TCEA) and the Texas Association for Education and Rehabilitation of the Blind and Visually Impaired (TAER), championing the role of technology in achieving universal inclusion.
Courtney holds a Bachelor of Science and a Master of Education from West Texas A&M University and was recently recognized as a 2024 District Teacher of the Year Secondary Finalist. She remains a leader in her field, committed to dismantling barriers and broadening opportunities for the visually impaired through educational innovation and strategic advocacy.

Alone we can do so little, together we can do so much!
Helen Keller
As a TSVI, I truly believe we are better together and collaboration and cooperation are the most valuable tools in our toolbox. Without the team members our most challenging students can't reach their full potential. Every educator makes an impact, but each one decides whether that will be a positive impact or a negative one. Very few encounters with students with visual impairments and complex access needs are neutral.

