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Research in VICTAR

As with all our work, our research is concerned with social and educational inclusion of people with vision impairment – this is linked to concerns for equity, social justice and enablers and barriers to inclusion. This is informed by theories of human development and learning, as well as theories of disability.

Our research is far reaching but some overlapping themes include: young people and transition from school; literacy including braille; curriculum and curriculum access; adulthood and employment; international work. 

Current research    

Curriculum Framework for Children and Young People with Vision Impairment: Phase 2 (2022-2025)

Previous research

Young people and transition from school

Educational research and visual impairment

From 2015-2016, the RNIB funded VICTAR to undertake a number small research and development projects concerning education This included developing resources to support young people going to university (drawing upon the experiences of the young people themselves as gathered from our longitudinal transition work), exploring how visiting teaching services can best measure the outcomes of their work (working with Brent local authority), and also scoping the development of a new vision of a braille reading assessment.
The Principal Investigator was Dr Graeme Douglas (g.g.a.douglas@bham.ac.uk).

Evaluation of the future in-sight project

This RNIB funded research (2013-2018), was an evaluation of the Future In-Sight project, which aimed to support partially sighted and blind young people as they move from compulsory education into independent adulthood. 
 

The lottery-funded project was managed by RNIB Wales. It aimed to develop and coordinate a range of services (provided by several providers) to support young people with this transition in Wales. These services, or ‘interventions’, included:

  • Work experience placements
  • Buddying and mentoring programmes
  • Mobility training
  • Training in the use of assistive devices
  • Independent living skills training

 

The project was designed to address concerns about transition which have been identified in Wales, as well as across the UK and industrialised countries generally.

 

The University of Birmingham was commissioned to evaluate this important project. The design of the evaluation involved a range of approaches, including:

  • Gathering feedback data from the participants in relation to the interventions. This feedback focused upon (a) enjoyment of the activities, (b) what was learnt, and (c) what changes will it bring about.
  • Annual tracking data from participants. This involved collecting data from the young people about how they were engaging with the programmes on offer and to what extent the programme was offering relevant support and training.
  • Some case study work which involved more detailed discussions with young people about their experiences.

 

The Principal Investigators were Professor Graeme Douglas (g.g.a.douglas@bham.ac.uk) and Dr Liz Ellis.

 

Literacy including braille

Braille Dot Height

From 2007-2008, this project investigated the braille dot elevation required when reading braille from pharmaceutical packages. The research was carried out in conjunction with the RNIB and was funded by a consortium of packaging manufacturers, pharmaceutical companies and voluntary organisations of blind and partially sight people.

Standardisation of print reading scores for partially sighted print readers

In 2005, this RNIB-funded project investigated reading ability by assessing the reading of nearly 500 children with low vision using the Neale Analysis of Reading Ability. 

Curriculum and curriculum access

Curriculum Framework for Children and Young People with Vision Impairment (Phase 1)

VICTAR is assisting with the development, evaluation and implementation of the CFVI to support children and young people with vision impairment access an appropriate and equitable education. Phase one ran between 2020-2022 and the team are now working on Phase 2.

Developing a pilot 'outcomes based' framework for mobility and independence specialists

This work was funded by Guide Dogs. The main focus of the project was to devise and field test an appropriate service user mobility and independence tool designed to monitor the outcomes service users and their families/representatives want to achieve in relation to relevant Government initiatives.

The research was carried out in three broad phases between September 2010 and March 2011:

Phase 1: Development and pre-pilot of outcomes framework for children and young people

Phase 2: Field testing of pilot outcomes framework

Phase 3: Development and pre-pilot of outcomes framework for adults

Steps to Independence

Steps to Independence investigated the mobility and independence needs of children with a vision impairment and considered how best to support their learning. It included recommendations and an interactive resource.

West Midlands RNIB Social Inclusion Project

This project investigated and developed methods of supporting the social inclusion of children with a visual impairment at school. 

The RNIB West Midlands Social Inclusion Project bid to the Department for Education and Skills was founded on the premise that:

  • Children with a visual impairment need ongoing social and emotional support in order to maximise their life chances and to facilitate their emotional well-being and adjustment to life with a disability
  • Professionals working within the field of visual impairment need to both develop and disseminate good practice in relation to the support of children and young people's social and emotional needs
  • The families of the children and young people may have significant emotional and social needs in relation to issues around the child's visual impairment.

RNIB's Senior Education Officer's view, shared by others in the field was that although significant strides had been made in terms of accessing the curriculum during the last twenty years, issues around emotional support and social inclusion had not received the same level of commitment or development. The Social Inclusion Project provided an opportunity to explore those issues and to implement and evaluate a range of intervention strategies to support social and emotional development.

Adulthood and employment

Longitudinal Transitions Study

Over a period of a decade the Longitudinal Transitions Study followed the post-school transition experiences of 80 young people with vision impairment, captured through approximately 1000 interviews. Drawing on this unique evidence base we engaged with policy makers, practitioners, as well as young people with vision impairment, to seek to improve the transition outcomes of this population. 

The ENABLER project: experimental new action-based beneficiary led employment research

This three year research project (2020-2023) aimed to improve the employment prospects for thousands of the UK's blind and partially sighted population. Using a Big Lottery Fund grant, the RNIB, Action for Blind People and VICTAR aimed to ascertain key employment needs amongst blind and partially sighted job seekers. Throughout the three year project, we worked with blind and partially sighted individuals to develop a standard assessment model and best practice guide, to ensure all blind and partially sighted job seekers receive the right services.

Drawing upon the experience and expertise of Action employment co-ordinators and existing clients we aimed to develop a means of classifying our blind and partially sighted job seekers according to their distance from the job market. Successful identification and classification of our client base ensured we provided appropriate support to a broad range of job seekers. It also created a mechanism by which clients’ progress towards employability can be effectively monitored.

The research findings were used to influence European Union and Government policy as well as other major service providers.

Experiences of Personal Independence Payment (PIP) on people with sensory loss

We wished to understand the impact of the specific DLA to PIP policy change, both in terms of the experience of claiming PIP (including the assessment procedure) and any changes in relation to the benefit received (in relation to both care/daily living and mobility components) and how it is used e.g. access to goods and services.

This year long project from 2024-2025 funded by RNIB, the Thomas Pocklington Trust, and Sense explored the experiences of the policy change for people who have a visual impairment or a dual sensory impairment (deafblind).

Reports

Researchers

Network 1000

The Network 1000 project from 2006-2009, sought to survey the changing needs and circumstances of visually impaired people though a sample of 1000 visually impaired people from across the UK. Initially funded by Big Lottery Fund and VISION 2020 UK, follow up funds were provided by VISION 2020 UK, RNIB, Thomas Pocklington Trust and GDBA.          

Research with people with deafblindness

Members of VICTAR are actively engaged in researching a number of areas in deafblindness. This page provides an overview of their research.

The following three projects over 4 years focused on the needs of older people with sight and hearing loss.

Literature review on older people with sight and hearing loss

This initial research sought to overview the key published literature in the UK and identify ongoing relevant work in the area of combined hearing and sight loss and make recommendations for future work. Funded by the Thomas Pocklington Trust

Experiences of older people with both sight and hearing loss

This research was to increase the knowledge base concerning the experiences, needs and goals of older people with both sight and hearing loss who acquire one or both of these conditions in later life and raise awareness of these needs and those of people living and working with them. Funded by the Thomas Pocklington Trust.

Older People with Combined Hearing and Sight Loss in Residential Homes

This third project funded by BUPA focused on the needs of older people in residential care homes; whether they were identified as having sight and hearing loss and how their needs as people with dual sensory loss were met.

The following projects focusu on life and change with Usher

The experiences of diagnosis for people with Usher syndrome
In this research, funded by SENSE, we examined the lives of people with Usher syndrome, types 1, 2 and 3. We talked to people at different stages in their lives to understand their experience of diagnosis and the impact this has on planning for life and identity.

Experiences of Personal Independence Payment (PIP) on people with sensory loss
As part of UK government’s welfare reforms, Personal Independence Payment (PIP) has begun to replace Disability Living Allowance (DLA) for people aged 16 to 64. In this research funded by the RNIB, the Thomas Pocklington Trust and Sense, we wish to understand the impact of the specific DLA to PIP policy change, both in terms of the experience of claiming PIP.

The experiences of people with dual sensory impairment attending rare syndrome clinics
In this research funded by SENSE we talked to people who have sensory impairments and rare syndromes about their experiences in attending specialist clinics. They talked to us about getting to clinics, being at clinics and the follow up from clinics, as well as more general issues about health care and sensory impairment.

Email victar-enquiries@bham.ac.uk

Secondary analysis of the Labour Force Survey

Since 2011, the Royal National Institute of Blind People (RNIB) have commissioned VICTAR to annually conduct a secondary data analysis of the UK Labour Force Survey. The aim of this work is to investigate employment data which is available in this extensive data set in relation to the employment outcomes of blind and partially sighted people. The findings of this analysis have been used by RNIB in better targeting their services and providing evidence in campaigns. In 2015 an additional analysis was carried out of an European ad-hoc module which focused specifically on disabled workers.

The Principal Investigators were Rachel Hewett (VICTAR, University of Birmingham; r.g.hewett@bham.ac.uk) and Sue Keil (RNIB).

International work

Barriers to access: why some children with albinism in Malawi are not attending school

This British Academy funded study from 2012 - 2014, built on previous research by the co-applicants in Malawi and aims to identify the key determinants preventing young people with albinism from accessing education in five rural villages in northern Malawi. The evidence from this study informed the development of co-ordinated and sustainable educational programmes, including this disadvantaged and vulnerable group of children with albinism and helping to ensure they achieve their full potential at school. This will directly affect their future job prospects and opportunities.

Education of Children and Young People with Albinism in Malawi

This research explored some of the ways teachers can support children with albinism in Malawi. Field research, conducted over two visits to Malawi in September 2010 and September 2011, was designed to capture different perspectives. Multiple participatory methodologies, including focus group discussions, drawing activities and semi-structured interviews were adopted. Interviews also collected demographic and school data. Dr Pat Lund from the University of Coventry led this research in collaboration with Dr Paul Lynch, from the School of Education, Birmingham.

Early childhood development and education for young children with visual impairment in Malawi

This research, funded by Sightsavers, was a 2 year qualitative study looking at parents’/carers’ attitudes, beliefs and behaviour towards their children with visual loss in Malawi and how community workers can provide advice on how to support their children at home.

Its aims were:

  • to develop and trial a set of tools for assessing the development of young children (aged 0-8) with visual impairment (blind and low vision) in Southern Malawi;
  • to provide associated advice, training and interventions for parents (caregivers) and community workers who may be supporting these families.

The Project team from the University of Birmingham were Dr Paul Lynch; Dr Graeme Douglas; Professor Mike McLinden

Improving the curriculum and teaching methods to influence policy and increase the quality of ECDE provision for children with disabilities in Malawi

This 3 year project from 201502015, funded by ESRC and DFiD, investigated ways to improve the early childhood curriculum and teaching methods of pre-school carers for young children with disabilities in Malawi. It developed and tested a set of tools: training programmes for pre-school carers, assessment checklists sensitive to different skill areas, guidelines for developing individual developmental plans and monitoring and evaluation tools for early childhood development and education (ECDE) providers. 

Outcomes from the research were shared with the Malawian Government and its partners in education to enhance their understanding of the different dynamics that can enable or inhibit quality early childhood development and education for children with disabilities in low resource settings.

Researchers from the University were: Dr Paul Lynch (PI) Professor Mike McLinden (Co-PI), Sue Morris (Co-PI)

Identification of children with disabilities in the early years in global settings (INDIGO)

This 12 month project from 2028-2029, funded by the MRC and led by the University of Liverpool aimed to generate evidence for the diagnostic utility of items in neurodevelopmental screening tools for the early identification of children with neurodevelopmental disorders in low and middle income country settings. As As part of this research, they established a network of researchers to focus on understanding neurodevelopmental disorders in the global context.
Dr Paul Lynch was the researcher at the University of Birmingham.

Reach Forward: Making educational research count for children with disabilities in Malawi, Kenya and Uganda

The Reach Forward Project funded by ESRC from 2013-2015, aimed to address the exclusion of children with disabilities in Africa from quality education. It did so by establishing a wide network of partners from a variety of sectors including UK and African universities, non-governmental organisations, educational managers and coordinators, practitioners and government staff in Kenya, Malawi and Uganda. All resources developed during the lifetime of the project were shared through a dedicated online community and have been made accessible to a wider audience. As a result of the project, evidence-based practices in inclusive education in the global South have been strengthened and the profile of educating children and young people with disabilities into the post-2015 international debates has been increased .
Dr Paul Lynch from VICTAR was one of the researchers on this project.

The Educational Inclusion of Children with Visual Impairment in Developing Countries

'Literacy For All' was a study in 2008-2009 promoting and tracking over one year the development of braille literacy skills of a group of primary school children who are blind in Malawi. Dr Paul Lynch, a researcher at the University of Birmingham, worked with parents and itinerant teachers to establish teaching approaches and learning materials that can best secure the children’s literacy skills in the local mainstream classroom. Drawing upon the principles of action research, the children’s development was regularly assessed and supported over the one year period. This also involved working with braille producers and teacher trainers which resulted in the development and testing of pre-braille and braille assessment tools in Englishand Chichewa (national spoken language in Malawi).
They ran workshops with national researchers and itinerant (peripatetic) teachers and their supervisors and two braille residential schools. Both the teachers and students were able to develop their braille literacy skills as well as other key skills (daily living, orientation and mobility, sports and games). The final phases of the research consisted of knowledge transfer through a final report, an accompanying DVD capturing the braille residential schools and a high-level seminar to share the results with key stakeholders at the Ministry of Education in Malawi.