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The aim of this study was to explore the learning experiences of visually impaired physiotherapy students in the UK, specifically focusing on barriers and enablers faced within university and classroom based education. A qualitative multiple case study design was used due to the unique and small group of participants under exploration. Course Leaders of all universities in the UK that offered Physiotherapy education at undergraduate or pre-registration level were approached as gatekeepers to access participants. Four visually impaired physiotherapy students consented to take part in the study, each from a different institution. Semi-structured interviews were used at a time and setting chosen by each participant. Data were recorded and transcribed verbatim, and analysed thematically using NVivo 10. Both barriers and enablers were identified, with sub-themes within the data; the barriers were: environmental factors, unsupportive behaviours and time and effort. The enablers were: supportive relationships, student attributes, and strategies and adaptations. All participants experienced barriers to learning within their university setting, despite having disclosed a disability and having access to and provision of reasonable adjustments. However, despite facing barriers, there were many positive experiences that enabled learning, particularly when staff and students worked together in an open, supportive, and proactive environment.

This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.

This poster describes two related research projects: the first explores the delivery of mobility and independence (MI and the second builds upon the findings of the first project, by developing online resources aimed at professionals and others involved in the delivery process. The first project involved drawing upon the experiences and expertise of professionals employed by services involved in the delivery of M&I education across the UK, and culminated in a number of findings and practical recommendations intended for professionals working with children in mainstream schools. The second project, funded by the NLB, took the findings and recommendations from the first project and made them into a freely available online resource, to aid professionals in assessing their own practice and to develop new or existing mobility and independence services in which they are involved.

This poster presents an update and initial findings from an ongoing survey of 1000 visually impaired people in Great Britain. Methods The project started in March 2004. It aims to develop a random sample of 1000 registered visually impaired people (with weighted stratification for age). The process of recruitment is underway. The recruited participants will be surveyed for their needs, circumstances and opinions on a number of topics. The intention is that this survey will build upon work carried out by the RNIB, except in this case the sample will be maintained with the aim of collecting longitudinal data. The year 1 survey is designed to collect general demographic information, including that related to their self-reported level of vision, health, and access to services. Uniquely, there are also a series of questions related to the broad areas of employment, ILS, ICT, leisure, travel and transport, and education. Through these questions participants will comment about their participation in society and any barriers to this participation. The results of the year 1 ‘generative questions’ will enable priorities for future questions to be set. Results and conclusion The data is in the process of being collected and this poster presentation will give an opportunity to share early findings of this large scale ongoing survey.