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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...

There is little research into what happens to blind and partially sighted young people as they make the transition from compulsory education into further and higher education, and employment. This article describes a longitudinal study which is tracking the progress of 78 young people with visual impairments in England and Wales as they make this transition. Early findings are presented in relation to the experience of 47 of these participants who had recently completed their General Certificate of Secondary Education (GCSE) (age 16 years) and made the transition to life beyond compulsory education. All of them remained in some form of education. The majority reported having enjoyed their studies, achieved well in their GCSE examinations, and had experienced positive transitions. There are some areas of concern: many did not appear to have engaged with the more formal pre-transitional preparation processes of ‘transition review’; there was evidence of the young people being restricted in participating in part-time work; and some were reserved about applying to university in the future due to tuition fees.

Vision impairment (VI) has a significant impact on an individual's ability to engage with everyday tasks. Severe early-onset VI presents different challenges to adult onset visual loss since reduced visual input presents a major obstacle to the acquisition and development of fundamental developmental skills in early and later childhood. Early referral of the child with reduced vision is vital to ensure accurate diagnosis and prompt treatment of any modifiable aspects of the condition. Guidance to ensure optimisation of developmental opportunity through adaptation of play and care is vital from the earliest stages. Cognitive and social challenges occur throughout education and need to be understood and addressed through skilled support. Multiagency input, particularly from health and education, is vital to minimise the risk of adverse outcomes and promote successful transition to independent adulthood. VI may also arise in a variety of neurological disorders, and diagnosis and assessment to ensure appropriate adaptations are made is also crucial for this group of children. This review provides the paediatrician with information on diagnosis, assessment, long-term support needs and outcomes.

This article gives an overview of a three-year qualitative study following the transition pathways of one blind and four partially sighted young people in Wales, beginning with the transition from compulsory to post-compulsory education at the age of 16. The study highlighted the inequity in provision for young people who remain in school sixth forms compared to those who enter a mainstream college of further education. It emphasized the key role played by the qualified teacher of the visually impaired during and after transition. Weaknesses in the process model of post-16 transition of young people with special educational needs outlined in the statutory guidance were also identified. Finally, the study found considerable divergence in the post-18 transition pathways of the five young people, with only one following, without deviation, the pathway mapped out in their original Transition Plan.

Issues relating to the categorisation and labelling of pupils, and, the use of the terms ‘special educational needs’ and ‘disability’ in particular, have been the topic of debate in BJSE before. In this article, Sue Keil, a research officer at the Royal National Institute for the Blind (RNIB), Olga Miller, of the Institute of Education, University of London, and Rory Cobb, a development officer at the RNIB, summarise some of the key findings from a review carried out on behalf of the Disability Rights Commission (DRC). The authors highlight confusion over the use of terms that represent differing ideological perspectives. Despite the social focus that characterises much of the discourse about disability, disability is frequently regarded as an aspect of special educational needs, an area in which a medical model is often dominant. These confusions benefit neither children with disabilities nor those with less clearly-defined difficulties. Sue Keil, Olga Miller and Rory Cobb note with interest recent developments in Scotland where a new framework based on the concept of ‘additional support needs' separates disability from educational need and is intended to represent a more inclusive approach to children's learning.

In March 2002 and 2003 two conferences were held jointly by RNIB, RNID and Sense to discuss issues surrounding transition from school to further education/lifelong learning for students with sensory impairments in Wales. Discussions held in a series of workshops highlighted issues of concern, which included: ▪ Low expectations of professionals and young people with disabilities in terms of their continuing education and employment prospects. ▪ Lack of specific protocols for the transition period. ▪ Erratic process of assessment for entry into Further Education Colleges. ▪ Barriers to social inclusion for those young people attending residential schools and colleges away from their home communities. ▪ Lack of specialist support for students in Further Education. Following the 2003 conference RNIB's research department and RNIB Wales carried out a qualitative research study to investigate the process of post-16 transition for young people with visual impairments. Despite the similarities and patterns that emerged, the case studies show that each of the five young people concerned experienced transition differently with the others. It is therefore concluded that any model designed to meet the needs of blind and partially sighted young people during the process of post-16 transition must be flexible enough to suit a range of individuals who respond in unique ways to the same situation.

This research looked at the population of children learning braille in Britain, where they are being educated, and issues concerned with teaching braille and with training of teachers of braille. A national postal questionnaire survey of local education authority (LEA) visual impairment (VI) advisory services and one specialist school for blind and partially sighted pupils suggested that braillists constitute a diverse population that includes many pupils with other difficulties in addition to a severe visual impairment. The studies provided examples of difference models of support for braillists and demonstrated that braillists can be educated in a variety of contexts. The findings highlight the need for further research into teaching braille literacy and the literacy needs of pupils with learning difficulties in addition to a severe visual impairment. A need for a range of training for teachers of the visually impaired and of support staff was also identified.

The purpose of this paper is to present a summary of the main findings from a postal questionnaire survey of local education authority (LEA) visual impairment (VI) services in England, Scotland and Wales that was carried out by the Royal National Institute for the Blind (RNIB) in 2002. A population estimate of just under 24,000 blind and partially sighted children aged 0-16 in Britain was obtained, 50% of whom have additional disabilities. Comparison with data from a similar type of RNIB survey carried out in 1997 indicates that the pattern of educational placement has not changed over the past five years, with around six in ten visually impaired pupils between the ages of five and 16 being educated in the mainstream sector.

This paper summarises the key conceptual themes raised by a broad review addressing the question: How do we define 'visual difficulty' for education and employment research? The review involved discussions with key informants from the Royal National Institute for the Blind (RNIB) and a critical survey of definitional and assessment practices in the literature. Key themes from the review are organised around a discussion of 1) diversity of definitional and assessment practice; 2) models of disability; 3) vision and function; 4) multiple disabilities; and 5) severity of disability. The paper concludes that currently there is no standard definition and related assessment tool that could be used across research contexts; although developments based on the International Classification of Functioning, Disability and Health would be welcome.

Objectives To examine the experience of infants, children and their parents, the role of ophthalmologists and other health, social care and education professionals in the certification and registration processes and examine the relationship between certification and referrals and pathways to support. Design Qualitative study. Setting Telephone interviews with health and, social care professionals, qualified teachers of children and young people with vision impairment (QTVIs) and parents of infants/children in England. Participants 52 health, social care and education professionals who are part of the certification or registration process. 26 parents of infants and children with vision impairment. Results Referrals to education do not require a Certificate of Vision Impairment (CVI); however, the majority of parents received support from education and social services only after an offer of the CVI, which was often dependent on having a formal diagnosis. Parents stated they wanted support sooner, particularly parents of children with additional complex needs who experienced longer delays. Areas with multidisciplinary teams and support roles such as eye clinic liaison officers (ECLOs) appeared to have more reliable referral pathways. Conclusions For infants and children with vision impairment, there should be a consistent mechanism for triggering education and social care support even with uncertainty about diagnosis and/or prognosis. All professionals involved in the certification and registration processes (ophthalmologists, optometrists, ECLOs, orthoptists, social workers, QTVIs) can better communicate the value and benefits of certification and registration.