In 2002 the World Health Organization (WHO) analyzed available data on Blindness and Low Vision (BLV) from 55 countries and applied it to the 17 WHO epidemiological subregions. Results indicate approximately 37 million people are blind and 124 million have low vision (Foster & Resnikoff, 2005). Providing opportunities for these students to engage with meaningful experiences in Technology and Engineering, and STEM in general, is important to promote high levels of self-efficacy in pursuing STEM careers. The Individuals with Disabilities Education Act of 1990 (1997) requires that full access to education be granted to students with disabilities, yet many BLV students do not receive quality learning opportunities in STEM areas. While the American Association for the Advancement of Science (AAAS, 1991) recognizes that "the full potential of many students with disabilities are not yet realized" (p. 8), the authors have additionally observed that we, in technology and engineering education specifically and STEM broadly, may be experiencing an even more pronounced case of this symptom regarding BLV students. The authors present a lesson plan and the accompanying resources created using such support, outreach, and collaboration. In this case a special education expert who is blind, a technology/engineering teacher, and blind participant helped in the creation of the lesson plan and accompanying resources (i.e., jig), which the authors believe increases the likelihood of success, adoption, and positive impact.