Promoting Equitable Access to Education for Children and Young People with Vision Impairment 1st Edition 2022 Softbound by Mclinden, Mike, Taylor and Francis Ltd

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Taylor and Francis Ltd Promoting Equitable Access to Education for Children and Young People with Vision Impairment 1st Edition 2022 Softbound by Mclinden, Mike

Promoting Equitable Access to Education for Children and Young People with Vision Impairment offers a suitable vocabulary and developmental route map to examine the changing influences on promoting equitable access to education for learners with vision impairment in different contexts and settings, throughout a given educational pathway. _x000D__x000D_Bringing together a wide range of perspectives, this book argues that inclusive educational systems and teaching approaches should focus upon promoting and sustaining a balanced curriculum. It provides an analysis of how a suitable curriculum balance can be promoted and sustained through the stages of a given educational pathway to ensure equitable access and progression for all learners with vision impairment. The authors draw on the United Kingdom as a country study to illustrate the complex ecosystem within which learners with vision impairment are educated. _x000D__x000D_Structured around a framework which provides a conceptually coherent and practical balance between universal and specialist approaches, this book is a relevant read for educators, academics, and researchers involved in vision impairment education as well as officials in government and non-government organisations engaged in developing education policy relating to inclusive education and disability._x000D_ _x000D_ Acknowledgements_x000D_ _x000D_ Dedication_x000D_ _x000D_ About the authors_x000D_ _x000D_ Foreword: Dr Frances Gentle_x000D_ _x000D_ Introduction_x000D_ _x000D_ PART I_x000D_ _x000D_ Mapping the educational landscape_x000D_ _x000D_ 1 An introduction to vision impairment education_x000D_ _x000D_ 2 Exploring curriculum access for learners with vision impairment_x000D_ _x000D_ 3 Developing the parameters of a conceptual framework and the role of the specialist practitioner_x000D_ _x000D_ PART 2_x000D_ _x000D_ Applying the conceptual framework to vision impairment education_x000D_ _x000D_ 4 Early childhood care and education in home and informal learning settings_x000D_ _x000D_ 5 Early childhood education in more formal learning settings_x000D_ _x000D_ 6 The primary years_x000D_ _x000D_ 7 The secondary years_x000D_ _x000D_ 8 Post-compulsory education_x000D_ _x000D_ PART 3_x000D_ _x000D_ Future policy and research directions_x000D_ _x000D_ 9 Future policy directions - Reaffirming 'What Matters'_x000D_ _x000D_ 10 What works in vision impairment education?_x000D_ _x000D_ 11 Concluding thoughts_x000D_ _x000D_ References_x000D_ _x000D_ Index_x000D_ _x000D_ Appendix 1 - UK Country Study (Definitions)_x000D_ _x000D_ Appendix 2 - UK Country Study (Population)_x000D_ _x000D_ Appendix 3 - Case Study (Articulating 'What Matters' through a policy response)_x000D_