TY  - BOOK
AU  - McLinden,Mike
AU  - Douglas,Graeme
AU  - Hewett,Rachel
AU  - Cobb,Rory
AU  - Keil,Sue
AU  - Lynch,Paul
AU  - Roe,Joao
AU  - Thistlethwaite,Jane Stewart
TI  - Promoting equitable access to education for children and young people with vision impairment: a route-map for a balanced curriculum 
SN  - 9780367432997
AV  - HV1626 .M35 2022
U1  - 371.911 23
PY  - 2023///
CY  - Abingdon, Oxon, New York, NY
PB  - Routledge
KW  - Educational equalization
KW  - Children with visual disabilities
KW  - Education
N1  - Includes bibliographical references and index; Part 1. Mapping the educational landscape -- An introduction to vision impairment education -- Exploring curriculum access for learners with vision impairment -- Developing the parameters of a conceptual framework and the role of the specialist practitioner -- Part 2. Applying the conceptual framework to vision impairment education -- Early childhood care and education in home and informal learning settings -- Early childhood education in more formal learning settings -- The secondary years -- Post-compulsory education -- Part 3. Future policy and research directions -- Future policy directions: Reaffirming what matters -- What works in vision impairment education? -- Concluding thoughts
N2  - "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. 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. 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"-- Provided by publisher
ER  -