This book offers a suitable vocabulary and developmental route map to examine the changing influences on promoting equitable access to education for learners with vision impairment in different contexts and settings, throughout a given educational pathway.
This book offers a suitable vocabulary and developmental route map to examine the changing influences on promoting equitable access to education for learners with vision impairment in different contexts and settings, throughout a given educational pathway.
Mike McLinden is Emeritus Professor at the University of Birmingham Graeme Douglas is Professor of Disability and Special Educational Needs in the School of Education at the University of Birmingham. Rachel Hewett is an Associate Professor in the School of Education at the University of Birmingham. Rory Cobb is a QTVI who worked as part of RNIB's children's team for 35 years until his retirement in 2017. Sue Keil is a trustee and member of the executive committee for VIEW, the professional association for the vision impairment education workforce. Paul Lynch is a Senior Lecturer in Inclusive Education in the School of Education, University of Glasgow, and is an honorary member of VICTAR. Joao Roe is a teacher of children with vision impairment and the Head of Sensory Support Service based in Bristol. Jane Stewart Thistlethwaite is an academic, consultant and practitioner in vision impairment education.
Inhaltsangabe
Acknowledgements Dedication About the authors Foreword: Dr Frances Gentle Introduction PART I Mapping the educational landscape 1 An introduction to vision impairment education 2 Exploring curriculum access for learners with vision impairment 3 Developing the parameters of a conceptual framework and the role of the specialist practitioner PART 2 Applying the conceptual framework to vision impairment education 4 Early childhood care and education in home and informal learning settings 5 Early childhood education in more formal learning settings 6 The primary years 7 The secondary years 8 Post-compulsory education PART 3 Future policy and research directions 9 Future policy directions - Reaffirming 'What Matters' 10 What works in vision impairment education? 11 Concluding thoughts References Index Appendix 1 - UK Country Study (Definitions) Appendix 2 - UK Country Study (Population) Appendix 3 - Case Study (Articulating 'What Matters' through a policy response)
Acknowledgements Dedication About the authors Foreword: Dr Frances Gentle Introduction PART I Mapping the educational landscape 1 An introduction to vision impairment education 2 Exploring curriculum access for learners with vision impairment 3 Developing the parameters of a conceptual framework and the role of the specialist practitioner PART 2 Applying the conceptual framework to vision impairment education 4 Early childhood care and education in home and informal learning settings 5 Early childhood education in more formal learning settings 6 The primary years 7 The secondary years 8 Post-compulsory education PART 3 Future policy and research directions 9 Future policy directions - Reaffirming 'What Matters' 10 What works in vision impairment education? 11 Concluding thoughts References Index Appendix 1 - UK Country Study (Definitions) Appendix 2 - UK Country Study (Population) Appendix 3 - Case Study (Articulating 'What Matters' through a policy response)
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
