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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 report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to "access", "success" and "progression". The paper presents evidence collected from 40 participants, captured through 205 interviews over a 7-year period, and uses this evidence to assist with interpreting patterns observed in national equality data, and in identifying hidden inequalities which these datasets do not capture. We examine how well this equality data represents the reported experiences of students with VI. We do this by firstly considering where the data might not fully represent the experiences of the student, and secondly by interpreting why some of the observed inequalities persist. We take a holistic view of the student experience, by examining factors that might impact upon the student at different levels through the perspective of the Bioecological Model of Inclusive Higher Education. The findings show that whilst national equality data in the UK capture improved access and attainment for students with VI in HE, it fails to capture poor lived experiences, and restricted choice. The findings also identify barriers to successful transitions into the labour market, in some cases intrinsically linked to barriers faced during their courses.

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.

This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The 'Longitudinal Transitions Study' commenced in 2010 and followed the transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with participants at several key stages of their time in HE and supplemented by focused case study work with seven of the participants. The analysis provides original examination of how appropriate balance can be achieved between broad inclusive practice and individual adjustments meeting specific needs. Key curriculum access issues identified in the study are outlined with examples of how these were overcome through 'inclusive practice', 'individual adjustments' and 'individual agency' of the student. Drawing upon a Bioecological Model of Inclusive HE, a framework of support is proposed for achieving appropriate balance through the notion of progressive and mutual accommodations to facilitate learning environments which enable students with disabilities to become independent learners. The paper has broader significance for educators and researchers concerned with promoting inclusive teaching in HE and ensuring equality of opportunity for all students.

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 some adjustments to enable them to access their course, a lack of anticipatory adjustments created barriers. The most common compensation for this barrier was to provide deadline extensions, often resulting in additional pressure on other aspects of the course. Interviews with university staff highlighted limited specialist knowledge and resources within their institutions to enable accommodations for students with VI and, more broadly, understanding of how to develop an inclusive learning experience. The findings also highlighted expectations made of the learner, particularly being able to explain their required adjustments and having well-developed independent study skills. The paper has particular relevance to HE institutions in that it provides a model to aid interpretation of their role in creating an inclusive learning experience for students with VI. It also offers a reference point for professionals supporting young people with a broader range of disabilities in considering how best to prepare them for life after compulsory education.

This article presents the research and development that underpins the Curriculum Framework for Children and Young People with Vision Impairment (CFVI): a new unifying framework that outlines the breadth of support that should be received by children and young people with vision impairment (CYPVI) in the United Kingdom (UK). The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed 11 curriculum areas of the CFVI with high levels of agreement and satisfaction among participants. The development of the CFVI responds to established evidence of the distinctive challenges to learning associated with childhood vision impairment, and the importance of addressing these through targeted intervention approaches. Drawing on a dual model of access ('access to learning' and 'learning to access'), the framework acknowledges that these approaches should promote inclusive education by balancing universal inclusive practice with specialist skills-based interventions. Such an approach captures 'what matters' to the field of vision impairment education – ensuring fair access to a shared curriculum and education system while developing the specialist skills to develop personal agency and increase independence. The article is original in reporting on the development of the first curriculum framework for CYPVI in the UK. The CFVI was launched in March 2022 and provides clarity about what should be taught, when, and by whom. The CFVI promises a transformative contribution to UK policies and practice in ensuring CYPVI and their families will more easily be able to navigate complex education systems and secure equitable access to the services to which they are entitled. [ABSTRACT FROM AUTHOR]

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 report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to "access", "success" and "progression". The paper presents evidence collected from 40 participants, captured through 205 interviews over a 7-year period, and uses this evidence to assist with interpreting patterns observed in national equality data, and in identifying hidden inequalities which these datasets do not capture. We examine how well this equality data represents the reported experiences of students with VI. We do this by firstly considering where the data might not fully represent the experiences of the student, and secondly by interpreting why some of the observed inequalities persist. We take a holistic view of the student experience, by examining factors that might impact upon the student at different levels through the perspective of the Bioecological Model of Inclusive Higher Education. The findings show that whilst national equality data in the UK capture improved access and attainment for students with VI in HE, it fails to capture poor lived experiences, and restricted choice. The findings also identify barriers to successful transitions into the labour market, in some cases intrinsically linked to barriers faced during their courses. [ABSTRACT FROM AUTHOR]

This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The 'Longitudinal Transitions Study' commenced in 2010 and followed the transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with participants at several key stages of their time in HE and supplemented by focused case study work with seven of the participants. The analysis provides original examination of how appropriate balance can be achieved between broad inclusive practice and individual adjustments meeting specific needs. Key curriculum access issues identified in the study are outlined with examples of how these were overcome through 'inclusive practice', 'individual adjustments' and 'individual agency' of the student. Drawing upon a Bioecological Model of Inclusive HE, a framework of support is proposed for achieving appropriate balance through the notion of progressive and mutual accommodations to facilitate learning environments which enable students with disabilities to become independent learners. The paper has broader significance for educators and researchers concerned with promoting inclusive teaching in HE and ensuring equality of opportunity for all students. [ABSTRACT FROM AUTHOR]

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 some adjustments to enable them to access their course, a lack of anticipatory adjustments created barriers. The most common compensation for this barrier was to provide deadline extensions, often resulting in additional pressure on other aspects of the course. Interviews with university staff highlighted limited specialist knowledge and resources within their institutions to enable accommodations for students with VI and, more broadly, understanding of how to develop an inclusive learning experience. The findings also highlighted expectations made of the learner, particularly being able to explain their required adjustments and having well-developed independent study skills. The paper has particular relevance to HE institutions in that it provides a model to aid interpretation of their role in creating an inclusive learning experience for students with VI. It also offers a reference point for professionals supporting young people with a broader range of disabilities in considering how best to prepare them for life after compulsory education. [ABSTRACT FROM PUBLISHER]