Curriculum Framework for Children/Young People with Vision Impairment

Phase One of the Curriculum Framework for Children and Young People with Vision Impairment was conducted between 2020-2022 and led by researchers at Vision Impairment Centre for Teaching and Research.

The aim of this phase was to co-develop a UK-wide recognised framework, capturing the specialist support needed by children and young people with vision impairment, whilst at the same time being reflective of the broad spectrum of need of this population and sensitive to different educational policies across the nations.

The study used the Delphi method as a systematic process of participatory consultation with key stakeholders. Three rounds of consultation took place with a panel of 48 participants including young people, parents, professionals, and professional training providers. This process resulted in the agreed eleven curriculum areas of the CFVI with high levels of agreement and satisfaction amongst participants.

Round 1: Idea Generation

The first round consisted of eight focus groups that were held online using Zoom, with each lasting two hours. Five focus groups with professionals were organised to maximise spread of type of role and location, while representatives from professional training courses, parents and young people had their own dedicated groups.

Round 2: Refinement

The second round took the form of an online questionnaire, which was distributed using Qualtrics. Each panel member was sent a personalised link to the questionnaire and an initial draft of the framework, which listed ten proposed curriculum areas generated in Round 1 (plus a description and example outcomes for each). For each proposed area, panel members were invited to provide ratings and feedback on (a) if the area should be included, (b) the title, (c) the description, (d) the example outcomes. Panel members were also asked to provide overall feedback on the draft framework, including identification of any gaps. Professionals on the panel were invited to ‘stress test’ the framework by applying its contents to a case study child/young person. A summary report was produced entitled ‘You Said-We Did’, which captured the feedback given and the corresponding decisions made.

Round 3: Confirmation

Round 3 followed a similar process to Round 2. Panel members were invited to complete an online questionnaire to rate their satisfaction of the changes made and the justifications given, along with rating possible names for the final framework, based upon suggestions received in Round 1. Final changes were made in response to the feedback received, and summarised in a further ‘You Said-We Did’ report.

Underpinning the CFVI is the “access to learning-learning to access” model (McLinden et al, 2021; McLinden et al, 2016; Douglas et al, 2019). This model is rooted in the belief that specialist support for children and young people with vision impairment should focus on two key outcomes as a route to social inclusion:

• Access to learning: Ensuring all children and young people have fair and optimised access to education.
• Learning to access: Ensuring all children and young people have opportunities to develop their own agency, voice and independence.

The model recognises a balance between approaches: on one hand supporting the child’s development by providing an appropriate learning environment and providing appropriate support and adjustments; on the other, supporting the child’s development by teaching appropriate skills such as mobility and the use of technology. The model also recognises a progression, over time the emphasis shifts from support being provided directly to the child / young person (“access to learning”), to their acquisition of the particular skills so they can act and learn more independently (“learning to access”).

The final version of the CFVI was published and launched in March 2022. Further information, including recordings from the launch event, can be found on the RNIB website.

• Curriculum Framework for Children and Young People with Vision Impairment (PDF)
• Overview of the framework (PDF)
• Appendix (PDF)

Phase Two of the Curriculum Framework for Children and Young People with Vision Impairment project (2022-2025) consists of four outcomes:

1. Specialist Training and Awareness (led by RNIB and VIEW)
2. Policy and Influencing (led by VICTAR and Thomas Pocklington Trust)
3. Evaluation and Revision (led by VICTAR and RNIB)
4. Resource Sharing and Development (led by RNIB and VIEW)

Outcome 2: Policy and Influencing

The three key purposes to outcome 2 can be summarised as:

• To further develop policy work, to include building partnerships at national and local level with sector organisations and schools/ services as well as government.
• To contribute to a culture shift within the sector on good practice provision and collaboration for the improvement of outcomes in education for children with a vision impairment
• To lobby for the inclusion of the CFVI within official guidance across 4 nations, as well as in the relevant education policy procedures, best practice guidance and networks working towards the longer-term objective of 'achieving statutory status'.

We are working with other key organisations in the vision impairment sector, including Thomas Pocklington Trust (co-lead), RNIB and Guide Dogs. Together we have published policy statements for England, Wales, Scotland and Northern Ireland.

• Policy statement for England (PDF)
• Policy statement for Wales (PDF)
• Policy statement for Scotland (PDF)
• Policy statement for Northern Ireland (PDF)

Outcome 3: Evaluation and Revision

Outcome 3 is broken further into four separate strands of work.

Strand 1: Evaluation of the implementation of the CFVI amongst key stakeholders (Oct 2022-Aug 2025)

We will consult with service providers across the UK to improve understanding of whether they are using the CFVI, how they are using it, and any enablers and barriers which impact upon this. The findings of this evaluation will feed into future training and resources, engagement with policy makers and revisions to the framework.

Strand 2: Case studies to investigate the experiences and outcomes of providers as they implement the CFVI

Building upon our UK-wide survey, we will conduct an in-depth investigation of 20 service providers. We will work alongside various representatives within these organisations to collect evidence of good practice which can be shared across the vision impairment education sector.

Strand 3: Version 2.0 of CFVI (Sept 2024 – Aug 2025)

Drawing upon feedback received from the UK-wide survey and the case studies, as well as wider consultation amongst other stakeholders such as parents, children and young people and non-specialist educators, we will produce a revised version of the CFVI.

Strand 4: CFVI for children and young people (Sept 2024 – Aug 2025)

Working alongside a group of young person representatives, we will develop a version of the CFVI which is targeted at children and young people. We will work with our young person representatives to determine the format and style of presentation.