Sue Keil

Survey of educational provision for blind and partially sighted children in England, Scotland and Wales in 2002

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.

Teaching braille to children

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.

Post-16 and post-18 transitions of young people with visual impairment in Wales

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.

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.

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.

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.

Special Issue on Children and Young People with Visual Impairment: Identity, Interaction and Inclusion Mary Kitzinger Conference July 2006

This special edition of BJVI presents a selection of papers presented by some of the keynote speakers and invited workshops from the Mary Kitzinger Trust Conference held in July 2006 at Kingston University, UK and provides the opportunity to bring the important topics discussed to the BJVI readership. The conference theme, ‘Children and Young People with Visual Impairment: Identity, Interaction and Inclusion’, provided a framework covering a wide range of topics which reflect one of the key aims of the journal, i.e. ‘increasing the understanding of the potential barriers to learning and participation that may be experienced by individuals with visual impairment’. The conference spanned the age range from young children through to adulthood. Some overarching themes included Creativity, Access to Education and Society, Advocacy, Skill Strengths and Vulnerability.