‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory
This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’
Publisher(s):
Sage Journals
Journal/Book/Website Title
British Journal of Visual Impairment
Date Published
12/05/2016
Volume
34
Issue
2
Peer Reviewed:
Yes
Reference(Citation):
McLinden, M., Douglas, G., Cobb, R., Hewett, R., & Ravenscroft, J. (2016), '‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory'. British Journal of Visual Impairment, 34(2), 177-195.
Author(s)/Associated People:
Country of Publication:
United Kingdom
Insights:
Countries of Subject Matter:
United Kingdom
Methods
Output(s)
Journal Article
DOI:
https://doi.org/10.1177/0264619616643180