Access to print literacy for children and young people with visual impairment: findings from a review of literature

Abstract

This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of 'access', particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children 'access skills' (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longerterm benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils.

Views of independence and readiness for employment amongst young people with visual impairment in the UK

“…For example, Douglas et al (2011) argue for the longer-term benefits of teaching visually impaired students to be able to independently access written material in preparation for when educational support systems are not in place (e.g. when at university or in work).…”

Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom

“…Technology provides different opportunities for making material more accessible, including screen readers, which verbalise text, and braille devices, which convert electronic material into braille. It is likely that these learners will require adjustments to participate in visual aspects of their courses, such as practical sessions (Douglas et al, 2011).…”

“…In the context of the education of VI children, these skills come under the umbrella term of what is referred to in the UK as the 'additional curriculum'. This is used to describe all areas that would not typically be taught in schools as part of the core curriculum -see, for example, the review by Douglas et al (2011) and McLinden et al (2016). Particular areas highlighted are: mobility (e.g.…”

Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecological systems perspective

“…to sensory information (Douglas and McLinden, 2011;McLinden & Douglas 2014), potentially resulting in the child becoming increasingly reliant on other individuals for support (Webster and Roe, 1998). Research highlights the importance of promoting distinctive independence access skills to maximise a child's ability to develop as an 'independent' learner within a given educational context (e.g.…”

“…Research highlights the importance of promoting distinctive independence access skills to maximise a child's ability to develop as an 'independent' learner within a given educational context (e.g. Douglas and McLinden, 2011;McLinden et al 2017). Further, recent work in this area highlights the significance of these independence access skills being suitably developed to enable successful transition from 5 compulsory school education into independent adulthood (e.g.…”