Rachel Hewett

‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory

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 appropriate balance 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 curriculum balance. 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.

Developing an Inclusive Learning Environment for Students with Visual Impairment in Higher Education: Progressive Mutual Accommodation and Learner Experiences in the United Kingdom.

Abstract 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.

Accessibility of Apple iPad for partially sighted users: pilot study

Purpose – The purpose of this paper is to present the results of a pilot trial, investigating the accessibility provided by a tablet computer (Apple iPad) to individuals with visual impairment. The study was designed around an N-of-1 randomised controlled trial (RCT), which was replicated for 12 participants. It served as an opportunity to evaluate the use N-of-1 trials in studies involving people who are visually impaired. Design/methodology/approach – The study centred round an N-of-1 RCT, comparing the accessibility provided by control equipment (Windows computer) against the intervention equipment (Apple iPad). Twelve participants conducted six tests on the equipment as per randomisation, followed by a quantitative-based evaluation and short interviews. Findings – One-sided individual randomisation tests showed a significant result for overall satisfaction in favour of the tablet at the 0.05 significance level for seven of the participants. Participants identified several strengths of the iPad in help...

Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom

ABSTRACT 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.

Recruiting and Retaining Participants in a Longitudinal Qualitative Study

Since 2010 I have acted as the full-time researcher on a longitudinal qualitative study which has been following the transition experiences of over 80 young people in the UK who have a visual impairment. When I first started working with these participants they were aged 14-16, and I have now been working with them for 6 years. There are over 60 of the participants who have remained active in the research study and contribute to two interviews per year. This is despite the changing environments they have experienced such as moving to university or starting their first job. The aim of the research has been to assess how prepared these young people were for employment and adulthood having left compulsory education by tracking their experiences through various pathways such as Further Education, Higher Education, apprenticeships and the labour market. This case study explores firstly what exactly longitudinal qualitative studies are, including their strengths and weaknesses and their value in researching transition. It then discusses some of the techniques which are recommended by researchers for retaining and engaging participants in longitudinal studies, before examining the practical approaches which I took in order to retain these participants. Learning Outcomes By the end of this case students should be able to: • Have a better understanding of what longitudinal qualitative studies are • Understand the strengths and weaknesses of longitudinal qualitative studies • Evaluate whether the use of a longitudinal qualitative study is an appropriate research design for their research problem • Develop a strategy for retaining and engagement participants in a longitudinal qualitative study

Post-16 transition experience of visually impaired young people in England and Wales: Early findings from a longitudinal study

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.