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Drawing upon a unique longitudinal study, which has followed the experiences of students with vision impairment (VI) in the United Kingdom (UK) through the full university student lifecycle, we rep...

Through the use of their developing vision, young children develop increasingly sophisticated ways of establishing control within different learning environments, thereby helping them to exert influence as active ‘agents’. Vision impairment can present significant barriers to a child developing personal agency through reducing access to visual information. In this article, we present the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. We draw 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’. In presenting new conceptual foundations for examining the development of personal agency in young children with vision impairment, the article has significance for research, policy, and practice in vision impairment education and offers a theoretical reference point for related areas of early childhood inclusive education.

The authors would like to acknowledge funding from the Research Councils UK under grants EP/N024567/1 (CCS from Industrial clusters and their Supply chains), NE/P019900/1 (Comparative assessment and region-specific optimisation of GGR) and EP/T033940/1 (Multiphysics and multiscale modelling for safe and feasible CO2 capture and storage).

Vision impairment is a broad term that captures a wide range of reduction in visual function and includes ocular and cerebral conditions. Learners with vision impairment are a heterogeneous population within which there is a wide spectrum of characteristics, ability, and needs. The profile of these characteristics, including the nature and cause of the vision impairment, varies between countries: in high-income countries it is common for childhood vision impairment to coexist with other disabilities, including learning disabilities; in many low-income countries, higher numbers of children with vision impairment (where known) have either conditions associated with poverty and poor public health or refractive errors that could be corrected with corrective lenses. These differences have an important bearing upon the appropriate educational, social and/or health intervention. Childhood vision impairment is associated with particular developmental and educational needs which are primarily linked to reduced access to learning opportunities, such as limited opportunities to explore their environment, learn through incidental experiences, and develop motor skills by observing and copying others. Key educational responses to these access needs suggest that educational input tends to be in two complementary forms: (a) access to learning emphasizes environment adjustment and accessible/universal approaches to teaching; (b) learning to access emphasizes targeted teaching provision supporting the child or young person to learn independence skills and develop personal agency to facilitate independent learning and social inclusion (and this includes specialist interventions such as mobility training, access technology, and low vison training). It is recognized that practitioners involved in supporting this educational access must pay particular attention to balancing these approaches. Therefore, they must seek to target longer-term educational outcomes (associated with learning to access) as well as immediate access needs (associated with access to learning). Equitable teaching approaches for learners with vision impairment should explicitly focus on promoting a “balanced curriculum” throughout a given educational timeline to ensure that learners can participate within education as well as have opportunities to develop educational outcomes needed to succeed later in life. Specialist practitioners have a central role in overseeing such development, facilitating the progressive nature of curriculum access with an increased emphasis on promoting learning to access. A bioecological systems perspective provides a powerful lens through which to analyze the various influences on achieving such a balance within different national and societal contexts. This perspective provides opportunities to consider implications within, and between, contexts and settings to ensure all learners with vision impairment have equitable opportunities to education through a holistic and lifelong learning perspective and are therefore suitably prepared for life within and outside school.

In England, schools are required to have a named and trained “Special Educational Needs Coordinator” or SENCo. The difficulties of operationalising the role of the SENCo are well documented, as is ...

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.

We build a framework to simulate stress dynamics in the UK corporate bond market. This quantifies how the behaviours and interactions of major market participants, including open-ended funds, dealers, and institutional investors, can amplify different types of shocks to corporate bond prices. We model market participants’ incentives to buy or sell corporate bonds in response to initial price falls, the constraints under which they operate (including those arising due to regulation), and how the resulting behaviour may amplify initial falls in price and impact market functioning. We find that the magnitude of amplification depends on the cause of the initial reduction in price and is larger in the case of shocks to credit risk or risk-free interest rates, than in the case of a perceived deterioration in corporate bond market liquidity. Amplification also depends on agents’ proximity to their regulatory constraints. We further find that long-term institutional investors (eg pension funds) only partially mitigate the amplification due to their slower-moving nature. Finally, we find that shocks to corporate bond spreads, similar in magnitude to the largest weekly moves observed in the past, could trigger asset sales that may test the capacity of dealers to absorb them.

We present a model for assessing how the UK’s system of market-based finance — an increasingly important source of credit to the real economy since the financial crisis — might behave under stress. The core of this model is a set of representative agents, which correspond to key sectors of the UK’s financial system. These agents interact in asset, funding (repo), and derivatives markets and face a range of solvency and liquidity constraints on their behaviour. Our model generates ‘tipping points’ such that, if shocks are large, or if headroom relative to constraints is small, lower asset prices can cause solvency/liquidity constraints to bind, resulting in forced deleveraging and large endogenous illiquidity premia. We illustrate such an outcome via a stress scenario in which a deteriorating corporate sector outlook coincides with tighter leverage limits at key intermediaries. Our findings highlight the key role played by broker-dealers, commercial banks, investment funds and life insurers in shaping these dynamics.