Promoting Equitable Access to Education for Children and Young People with Vision Impairment

<p><em>Promoting Equitable Access to Education for Children and Young People with Vision Impairment</em> offers a suitable vocabulary and developmental route map to examine the changing influences on promoting equitable access to education for learners with vision impairment in different contexts and settings, throughout a given educational pathway. </p><p>Bringing together a wide range of perspectives, this book argues that inclusive educational systems and teaching approaches should focus upon promoting and sustaining a balanced curriculum. It provides an analysis of how a suitable curriculum balance can be promoted and sustained through the stages of a given educational pathway to ensure equitable access and progression for all learners with vision impairment. The authors draw on the United Kingdom as a country study to illustrate the complex ecosystem within which learners with vision impairment are educated. </p><p>Structured around a framework which provides a conceptually coherent and practical balance between universal and specialist approaches, this book is a relevant read for educators, academics, and researchers involved in vision impairment education as well as officials in government and non-government organisations engaged in developing education policy relating to inclusive education and disability.</p> <p><em>Acknowledgements</em></p><p><em>Dedication</em></p><p><em>About the authors</em></p><p><em>Foreword: Dr Frances Gentle</em></p><p><em>Introduction</em></p><p>PART I</p><p>Mapping the educational landscape</p><p>1 An introduction to vision impairment education</p><p>2 Exploring curriculum access for learners with vision impairment</p><p>3 Developing the parameters of a conceptual framework and the role of the specialist practitioner</p><p>PART 2</p><p>Applying the conceptual framework to vision impairment education</p><p>4 Early childhood care and education in home and informal learning settings</p><p>5 Early childhood education in more formal learning settings</p><p>6 The primary years</p><p>7 The secondary years</p><p>8 Post-compulsory education</p><p>PART 3</p><p>Future policy and research directions</p><p>9 Future policy directions – Reaffirming ‘What Matters’</p><p>10 What works in vision impairment education?</p><p>11 Concluding thoughts</p><p>References</p><p>Index</p><p>Appendix 1 – UK Country Study (Definitions)</p><p>Appendix 2 – UK Country Study (Population)</p><p>Appendix 3 – Case Study (Articulating ‘What Matters’ through a policy response)</p>