‘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’
Read MorePromoting 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.
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