Access to Learning, Learning to Access
Investigation of the outcomes of children and young people with vision impairment
The purpose of this study was to investigate the implementation of the principles of the Access to Learning-Learning to Access model in the education of children and young people with vision impairment (Hewett et al, 2022).
This dual model of education recognises the importance of ensuring that children and young people with vision impairment have access to the school curriculum, whilst also ensuring that they have opportunity to develop the skills and experiences needed to promote their independence.
The expectation of the model is that over time the emphasis will shift from educational interventions to support access to learning and instead focus on interventions which support the child in learning to access. The objective of the model is therefore that once the young person leaves education, they are as independent as possible once moving into adulthood.
While such aspirations are widely accepted by specialist vision impairment educators in the UK, the questions remain of how well understood this is by non-specialist educators, and therefore there are questions as to extent in which the principles of the dual access model are being applied in day-to-day education.
The purpose of this study therefore was to investigate the day-to-day experiences of children and young people with vision impairment accessing education: the extent to which they have fair and optimal access to the school curriculum (access to learning) and the extent to which they have opportunity to develop their independence and experience social inclusion (learning to access).
Through this study we:
- Observed the skills development of children and young people with vision impairment over an extended period of 7-10 months .
- Explored the experiences of children and young people with vision impairment in education and the enablers and barriers which contribute to these experiences.
- Investigated from the perspective of different stakeholders around the child/young person how the Access to Learning-Learning to Access model can best be implemented.
Summary video
Findings
The findings from this project demonstrated the importance of specialist support to ensure that children and young people with vision impairment can benefit from an inclusive education, whilst also having opportunity to develop the various skills and experiences they require to become as independent and prepared for adulthood as possible.
However, the study revealed that the success of such specialist intervention is also dependent on successful collaboration between specialists and non-specialists, parents and the child/young person. The study has highlighted that even with specialist support, children with vision impairment can face significant barriers to learning and social inclusion, and therefore the importance of professionals and families working together to prevent this happening. It also demonstrated the need for a clear and shared strategic approach to embedding skills development into the school day.
Similarly, the study has shown how children and young people with vision impairment can face many challenges beyond simply having access to learning. This can include a lack of confidence, resistance to looking different in front of their peers, challenges in establishing friendships and having to manage other health/disability needs. This demonstrates why the CFVI and its holistic perspective of the needs of the child is so important.
The study also drew out the ongoing challenges which can be faced by parents when navigating the education system, but also the important role they play in facilitating skills development outside of school.
Overall, the study demonstrated the value in taking a comprehensive look at the experiences of children and young people with vision impairment, by considering both their personal experiences and also the experiences and contribution of the broad range of people around them.