Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecocological systems perspective

This article presents the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. It draws on a dual model of ‘access’, contextualised within a bioecological systems perspective, to examine how young children with vision impairment can establish increasing personal agency through intervention approaches that promote progressive independence access skills within an ‘ethos of empowerment’.