Publications and Resources


Hewett, R., Douglas, G., McLinden, M. & Keil, S. (2017) Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32:1, 89-109. 
DOI: 10.1080/08856257.2016.1254971

Hewett, R., Douglas, G., Keil, S. (2016) The importance of self-advocacy skills: ‘This is what I can do, and these are the adjustments I require’. Paper presented to WBU-ICEVI Joint Assembly, Orlando, August 2016. 

Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education. 63, 1, pp. 98-121 
DOI: 10.1080/1034912X.2015.1111306

McLinden, M., Douglas, G., Cobb, R., Hewett, R. & Ravenscroft, J. (2016) ‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment. 34, 2, pp177-195. 
DOI: 10.1177/0264619616643180                                  

Hewett, R., and Douglas, G. (2015) Inclusive Design: It’s impact on young people with vision impairment. Journal on Technology& Persons with Disabilities. Vol 3. pp 277-290.

Douglas, G., Hewett, R. (2014) Views of independence and readiness for employment amongst young people with visual impairments in the UK. The Australian Journal of Rehabilitation Counselling. Vol. 20 (2). pp 81 - 99.

Hewett, R., Douglas, G., Keil, S. (2014) Post-16 transition experience of visually impaired young people in England and Wales: Early findings from a longitudinal study. British Journal of Visual Impairment, Vol. 32 (3), pp. 211-222. 
DOI: 10.1177/0264619614535374


Rachel was funded by National Sensory Impairment Partnership as part of their contract with Department for Education to develop resources for HE professionals supporting students with vision impairment. Supporting the achievement of learners with vision impairment in Higher Education is available on the NatSIP website 

Rachel also worked with staff at Royal National Institute of Blind People to draw upon the findings of the Longitudinal Transitions Study to develop a web resource to help young people with visual impairment making the transition into Higher Education. These pages are hosted and managed by RNIB 

Successful Transitions: Young people with visual impairment moving from school to independence and employment: October 2016-March 2018 

Funded through an ESRC Impact Acceleration Award, Rachel Hewett and Graeme Douglas are working with staff from ‘Action for Blind People’ to incorporate the findings of the Longitudinal Transitions Study into a package of resource material to be used by Action staff across England delivering transition workshops to young people with VI. The aim is to help improve the transition experience of young people with visual impairment into further education, higher education, apprenticeships, the labour market and independent living by equipping them with vital skills, such as skills to self-advocate, confidence to live independently, knowledge of employment rights and an understanding of equipment available to them in the workplace.