Mike McLinden is Emeritus Professor at the University of BirminghamGraeme 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.

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• AcknowledgementsDedicationAbout the authorsForeword: Dr Frances GentleIntroductionPART IMapping the educational landscape1 An introduction to vision impairment education2 Exploring curriculum access for learners with vision impairment3 Developing the parameters of a conceptual framework and the role of the specialist practitionerPART 2Applying the conceptual framework to vision impairment education4 Early childhood care and education in home and informal learning settings5 Early childhood education in more formal learning settings6 The primary years7 The secondary years8 Post-compulsory educationPART 3Future policy and research directions9 Future policy directions – Reaffirming ‘What Matters’10 What works in vision impairment education?11 Concluding thoughtsReferencesIndexAppendix 1 – UK Country Study (Definitions)Appendix 2 – UK Country Study (Population)Appendix 3 – Case Study (Articulating ‘What Matters’ through a policy response)

Mike McLinden is Emeritus Professor at the University of BirminghamGraeme 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.

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• AcknowledgementsDedicationAbout the authorsForeword: Dr Frances GentleIntroductionPART IMapping the educational landscape1 An introduction to vision impairment education2 Exploring curriculum access for learners with vision impairment3 Developing the parameters of a conceptual framework and the role of the specialist practitionerPART 2Applying the conceptual framework to vision impairment education4 Early childhood care and education in home and informal learning settings5 Early childhood education in more formal learning settings6 The primary years7 The secondary years8 Post-compulsory educationPART 3Future policy and research directions9 Future policy directions – Reaffirming ‘What Matters’10 What works in vision impairment education?11 Concluding thoughtsReferencesIndexAppendix 1 – UK Country Study (Definitions)Appendix 2 – UK Country Study (Population)Appendix 3 – Case Study (Articulating ‘What Matters’ through a policy response)