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This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventions and drew on a bioecological model to help understand the feasibility of a new intervention in Malawi for 30 children with visual impairment and their carers in three districts of Southern Malawi. We trained 14 community workers and specialist teachers, then piloted the programme, which we linked to Care for Child Development (a World Health Organization/United Nations Children’s training package), over 6 months. In total, 10 observations were carried out to measure fidelity of the intervention at the child’s home. Acceptability was accessed through 20 post-intervention interviews and a focus group discussion with carers. Findings show that the new programme enabled workers and parents to be more positive towards their children with disabilities, improving relationships and responsiveness in their interactions. Drawing on the findings of the feasibility study, outcomes identified for a trial include measures of communication, child development, family care environment, participation and inclusion. This study has significance in providing a methodology that can be drawn upon to develop similar training programmes for use with children with a wider range of disabilities. The article has particular relevance to institutions and organisations working in early childhood development in that it provides a model to aid the development of tailored training programmes for children with visual impairment. It puts forward a table of 10 key messages on how best to prepare young children with visual impairment for life at school and for life after school.

Introduction The unique challenges to learning and participation in education associated with visual impairment are well documented in the literature, as is the importance of addressing these challenges through ensuring practitioners who support them are equipped with appropriate knowledge, understanding, and skills. We use a bioecological systems theory as a lens through which to examine the personnel preparation of vision specialist teachers to act as agents of change. We draw on the different teacher preparation programs for specialist teachers of learners with visual impairments in the United Kingdom to demonstrate how this theory can be applied. Methods We use a bounded case study to bring together the respective teacher preparation programs in the UK in order to demonstrate complementary characteristics of the theoretical model proposed. Results and discussion We argue that a bioecological systems theory offers a holistic framework for educators involved in personnel preparation to explicitly engage with vision specialist teachers in their role as potential agents of change. This preparation includes developing distinctive knowledge, understanding, and skills to facilitate learner participation in education through promoting “progressive” and “mutual” accommodation between the active learner and the changing learning environments in order to achieve successful outcomes. Implications for practitioners The article is original in applying a bioecological systems theory to the preparation of these specialist teachers, with a focus on their role as agents of change. We argue that it has significance, therefore, for practitioners and researchers concerned with the personnel preparation of other practitioners for learners with distinctive educational needs across national contexts and settings.

Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret these experiences and examine how accommodations were made to facilitate participation. Focusing specifically on ‘curriculum access’, the results highlight the importance of accommodations that are progressive and mutual. The accommodations come in many forms and include: the provision of resources through nationally based schemes (e.g. the Disabled Students Allowance in the UK); the support, adjustments and anticipatory adjustments HE institutions should provide; and the study skills and independence skills individual students should be able to act upon. The findings showed that while the majority of participants reported that their HE institution made s...

In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper reports on findings from the first national review of the service. The review process included desktop research, meetings with a range of key stakeholders as well as a national invitation for written submissions (n = 1372). The findings serve to illustrate the multi-faceted nature of the role of the specialist teachers who work in the service and the range of influences that impact on their work in facilitating inclusive educational practice. To support a holistic analysis of their role, an ecological systems theory is drawn upon as a lens through which to examine the inclusive educational ‘supports’ identified within the review. Mapping the array of education...

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 discusses the exploratory phase of a study to understand the learning experiences of physiotherapy students with visual impairments (VI) in higher education (HE). The purpose of the study was (1) to explore semi-structured interview as a data collection method for this population, (2) to identify barriers and enablers to learning physiotherapy for students with VI, and (3) to identify individual strategies for tackling barriers in physiotherapy education. Three purposively sampled participants consented to be interviewed; two were recent physiotherapy graduates and one was a current physiotherapy student. The findings identified that physiotherapy students experienced similar barriers and enablers to learning that students with disabilities experience in HE, and that they had developed similar and specific strategies to enable learning in physiotherapy. Staff behaviours, resources, and the time and effort of being a visually impaired student were identified as the main barriers. Staff behaviours and resources were also identified as enablers to learning physiotherapy. Specific physiotherapy and VI-related barriers were identified that will be explored further in the main phase of data collection and will be disseminated through future publications.

The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments.Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriatebalance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning(‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculumbalance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.

This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they had planned at the beginning of the project. Partly this was linked to a high proportion of their work being ‘community-focused’ (e.g. identifying new cases and advising the wider community about the implications of visual impairment) rather than ‘child-focused’ (linked to their caseload). In addition, they experienced other challenges, for example time-consuming travel and obtaining permission to be released from their regular teaching commitments. Whilst ITs found record keeping difficult, they felt it was a useful administrative procedure for managing caseloads ...

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 article considers the concept of access in the education of visually impaired children and young people, with particular reference to print literacy. The article describes implications for teaching and policy at various levels of the educational process: classroom practice; broader teaching and curriculum requirements (including service design); professional training; other system requirements (including inter‐agency working, infrastructure and potential role of special schools). The article particularly emphasises the importance of teaching students access skills, which maximises independence.

This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of ‘access’, particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children ‘access skills’ (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longerterm benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils

This paper reports on work undertaken within phase 2 of a research study concerned with the use of online problem-based learning (PBL) resources with teachers studying for a specialist qualification through distance education. The principal aim of this phase was to explore how pilot online PBL resources could be effectively embedded within two modules of a restructured programme of study in visual impairment. Following participation in the online components, participants completed a questionnaire designed to collect information on various aspects of their engagement in the activities. The findings presented in this paper relate to the format and design of the online PBL case scenarios, and, in particular, to the role of these in helping to develop participants’ self-reported knowledge and understanding in relation to the module learning outcomes. Findings suggest that these resources can be used to develop knowledge and understanding in relation to selected module learning outcomes, and through further research could have an important role to play in the future professional development of practitioners supporting children with special needs.

Mike McLinden, formerly a teacher at Linden Lodge School, Wimbledon, and now a lecturer in special education in the School of Education at The University of Birmingham, reviews a prototype Progressive Tactile Timetable developed to enable a pupil with a visual impairment and severe learning difficulties to progress from the use of concrete symbols (objects of reference) to an abstract tactile code (Moon).

This article presents a summary of the results from phase 1 of a two‐phase research project. Drawing on the principles of problem‐based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two‐year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus‐based study day, the participants were assigned to one of two ‘PBL Activity Groups’ and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary ...

This article outlines the progress of a newly-commissioned three year study known as Network 1000. It is a three-year project funded through the Community Fund and is being carried out by the University of Birmingham on behalf of Vision 2020. The project’s aim is to create a panel survey of 1000 visually-impaired people to be interviewed regularly over the three-year period, and hopefully beyond, enabling their changing needs and circumstances to be monitored over time. The findings will be used to influence policy-makers and service-providers, and will also be disseminated to a wider audience of people with an interest in visual impairment. Building on the longitudinal nature of the project enables the project team to develop a methodology that is both democratic and inclusive. The underlying research philosophy is one of inclusion and participation and in this respect the people this research affects the most - those who are visually impaired - are involved in all stages of the research process. People with a visual impairment have played a key role in generating the data and the themes that will drive the construction of the main survey instrument. The article is divided into five sections that describe the progress of the project to date: first, it briefly outlines the background to the project; second, it describes the underlying philosophy behind the democratic approach to inclusion and participant involvement; third, it presents preliminary results from generative interviews; fourth, it discusses how the team will recruit participants to the project with particular reference to the two-stage sample design that has been adopted; and finally, it describes how this two-stage approach will be operationalized. The article concludes by outlining the next phase of the project and with a short reflection on the research process to date.

This paper, the second of two, summarises findings of a recent research project looking at the mobility and independence (M&I) needs of children with visual impairment who are educated in mainstream schools. The first paper (Pavey, Douglas, McLinden & McCall, 2003) outlined the development of a mobility and independence curriculum framework recommended to be the basis of provision by services in the UK. This second paper suggests ways that these mobility and independence skills could be delivered to children within and beyond mainstream education by outlining a number of recommendations intended for agencies and professionals involved in providing such a service (either directly or in managing the service). These particularly focus upon issues of funding, development of service delivery and policy documents, management of people and agencies, and the training of professionals.

This paper, the first of two, describes a recent research project that investigated the mobility and independence (M&I) needs of children with visual impairment who are educated in mainstream schoo...

This article reports the findings of a one-year project designed to investigate the use of low vision aids (LVAs) with children aged 5-16 who have multiple disabilities, including visual impairment (MDVI), in the United Kingdom. Within stage 1 of the study, a national survey of schools and services where children who have MDVI are educated was undertaken. The results showed that of those children supported by VI schools and services responding to the survey, over one third (36%) were described as having MDVI. Of these children, 6% were reported as using ‘optical’ LVAs (i.e., CCTVs, dome magnifiers) and 10% as using non-optical LVAs (i.e., reading stand, task lighting, etc.). Follow-up interviews were undertaken within stage 2 of the study with selected respondents in order to explore their rationale for ‘use’/‘non-use’ of LVAs with different children who have MDVI. A range of factors were identified and are reported within a broad educational framework of ‘identifying need’, ‘meeting need’, and ‘evaluatin...

This Paper reports on the initial results of an investigation of the use of the Moon code by children in schools in England and Wales. It took place in 1998 and is part of an on-going study of the use of Moon by children which commenced in 1992. The Paper presents some of the key findings and considers their implications for the implementation of the National Literacy Strategy.

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.

Individuals with a severe visual impairment will have difficulties in accessing conventional picture/print-based symbols. They will, therefore, be more reliant on tactile/three-dimensional symbols, for example, braille/objects of reference, as part of their everyday learning. This paper outlines the options currently available for the population of individuals with multiple disabilities and a visual impairment (MDVI) and reviews the main issues to be considered in developing an appropriate system to meet the communication needs of the population.