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

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. 

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