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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...

A challenge for higher education, in the context of the ‘Fourth Industrial Age’, is to prepare students for uncertain futures. Proposed is a model of integrated scholarship drawing on, and developing, Boyer’s scholarship (discovery, teaching, integration and application). We argue that such a model provides a connecting thread between the idea of a university as conceptualised in the 19th century, making links between the university of the past, present and future. Through reference of a case study example of the links between teaching and research presented in the 2017 UK Teaching Excellence Framework, we draw upon Boyer’s scholarship as a conceptual lens to examine institutional texts which articulate teaching excellence. Our findings indicate that current judgements about effective linkages between teaching and research vary greatly with few examples or evidence. Our integrated scholarship model joins together institutional learning communities to discover, communicate and apply new knowledge across disciplines.

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.

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.

This article explores the development of a sustainable training programme supporting the inclusion of children with disabilities in early childhood, education and care (ECEC) centres in Malawi. This programme is based on a review of literature of curriculum, pedagogy and teaching approaches in ECEC in sub-Saharan Africa, alongside a review of national policy documents. The training was designed to enable staff to value the inclusion of children with disabilities in ECEC centres, as well as suggesting practical ways to do so. We set out our response to the gap in training of ECEC staff through the development of a supplementary integrated training programme, which, whilst respectful of the curriculum, policy and practice of Malawi, challenged staff to consider ways of including children with disabilities (CWD) and their families. We suggest this is a pragmatic and sustainable model that could be applied to training in other ECEC settings across the region in sub-Saharan Africa. It concludes with guiding principles for training those working in ECEC with young children with disabilities in low-income countries.

This chapter charts how in England, Scholarship of Teaching and Learning (SoTL) activities that may until recently have been seen as ‘marginal' or ‘added' value are increasingly viewed as strategic enablers. This is of potential interest to international audiences due to the growing and, arguably, unprecedented expectations placed on English universities to evidence the impact of their education through the Teaching Excellence and Student Outcomes Framework. However, if SoTL is to become a fully functioning enabler of strategic transformation—rather than simply a cited exemplar or initiative—it needs to be systematically coordinated and evidenced. Drawing on a recently developed conceptual model—‘the enquiring university'—the chapter charts how the role and impact of SoTL can be coordinated, recorded, and evaluated through an emergent SoTL Strategic Implementation and Impact Framework. Finally, the authors illustrate its application through reference to an example of a SoTL activity aligned to two key elements of the framework.

Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer 'caregiver' in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.L’étroitesse de la portée et de la conceptualisation de l’inclusion de jeunes enfants handicapés dans le corpus de recherche dans les pays à revenu faible et (PRFI) contextes intermédiaire, nous puisons dans une perspective de systèmes bioécologiques pour proposer des paramètres pour une unité d’analyse plus large. Notre perspective situe le développement humain dans un contexte culturel spécifique dans lequel la famille, les pairs et la scolarité sont considérés comme des éléments clés pour apporter une réponse à la question des jeunes enfants handicapés dans un contexte donné. Nous décrivons un nouveau modèle bioécologique pour illustrer les facteurs proximaux et distants qui peuvent influencer le développement des enfants handicapés dans les PRFI pendant leurs premières années. Pour illustrer la pertinence de ce modèle pour la recherche sur le développement des jeunes enfants, nous prenons en considération son application comme cadre conceptuel, en référence à une étude menée au Malawi. L’étude a été conçue aboutir de promouvoir des pratiques plus inclusives pour les enfants handicapés fréquentant des garderies communautaires, en mettant un accent particulier sur le rôle de l’«assistant » bénévole dans les zones rurales du Malawi. Elle est importante pour les éducateurs, les prestataires de services et les chercheurs qui veulent faciliter un développement inclusif des jeunes enfants, au-delà des frontières et contextes nationaux.Debido al poco alcance y la conceptualización limitada de la inclusión de niños de edad temprana con discapacidades en investigaciones realizadas en el contexto de países de ingresos bajos y medios, utilizamos una perspectiva de sistemas bio-ecológicos, con el fin de proponer parámetros más amplios de análisis. Esta perspectiva sitúa al desarrollo humano dentro de su contexto cultural específico en el cual la familia, los compañeros y la escuela son considerados como factores vitales en la atención a niños de edad temprana con discapacidades. Se describe un modelo bio-ecológico para ilustrar los factores proximales y distales que pueden influenciar el desarrollo temprano en contextos inclusivos para niños con discapacidades en países de ingresos bajos y medios. Con el fin de ilustrar la importancia de este modelo para la investigación del desarrollo infantil temprano, consideramos su aplicación, como marco conceptual, con referencia a una investigación llevada a cabo en Malaui. El estudio se diseñó con el objeto de promover mejores prácticas inclusivas para niños pequeños con discapacidades en Centros Infantiles Comunitarios (CICs) con un enfoque especial en el papel que juega el cuidador voluntario del CIC en zonas rurales de Malaui. Este estudio es relevante para educadores, centros de educación e investigadores interesados en brindar desarrollo temprano inclusivo en diferentes contextos y territorios.

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.

The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). Assessment policies and practice in three countries (England, Ireland and the US) are drawn upon to demonstrate how the framework usefully enables between-country comparisons and within-country analysis. This analysis shows that in comparison to Ireland, the US and England have highly developed system-based approaches to assess...

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.

Participatory research is a broad term covering a range of approaches that are characterised by a focus on ‘action-oriented’ research involving researchers and participants working in collaboration to bring about positive change. These approaches emphasise engagement with co-researchers and the development and implementation of context-appropriate strategies that seek to empower and transform at a number of levels. This article explores the dynamics of a multi-agency and multinational research programme that investigated the working practices of specialist teachers of children with visual impairment in Uganda and Kenya. The research utilised a range of participatory methods, including workshops and a dedicated practice journal, to provide opportunities for participants to record information about their practice and share their experiences with colleagues. The article analyses the effectiveness of the approach, with a particular focus on the ‘relational praxis' between the project partners. This analysis highlights the complex nature of the collaborative relationships when research is transnational and operates across cultural, social and environmental contexts. Considerations are offered for research design in this area.

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 ...