Promoting Equitable Access to Education for Children and Young People with Vision Impairment: A route-map for a balanced curriculum
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.
Read MorePromoting 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… Continue Reading Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecocological systems perspective
Read MorePerspectives of primary school staff who work with children with additional needs: Insights that may help to improve support for visually impaired children
This study carried out qualitative interviews to understand the views of primary school staff about receiving and using external specialist advice in general. These data can be used to inform and improve information-sharing aimed at supporting children in primary school who have VI.
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