| Description |
1 online resource (326 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgements -- About the Authors -- Foreword -- Preface -- Part 1 Mapping the educational landscape -- Chapter 1 An introduction to vision impairment education -- Chapter 2 Exploring curriculum access for learners with vision impairment -- Chapter 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 |
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Chapter 4 Early childhood care and education in home and informal learning settings -- Chapter 5 Early childhood education in more formal learning settings -- Chapter 6 The primary years -- Chapter 7 The secondary years -- Chapter 8 Post-compulsory education -- Part 3 Future policy and research directions -- Chapter 9 Future policy directions: Reaffirming what matters -- Chapter 10 What works in vision impairment education? -- Chapter 11 Concluding thoughts -- Appendix 1: Country study of the United Kingdom: Definitions of vision impairment |
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Appendix 2: Country study of the United Kingdom: population of children and young people with vision impairment -- Appendix 3: Articulating what matters in a national policy response: the impact of COVID-19 on education and children's services in England -- Index |
| Notes |
Description based upon print version of record |
| Subject |
Educational equalization
|
|
Children with visual disabilities -- Education
|
| Form |
Electronic book
|
| Author |
Douglas, Graeme
|
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Hewett, Rachel
|
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Cobb, Rory
|
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Keil, Sue
|
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Lynch, Paul
|
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Roe, Joao
|
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Stewart Thistlethwaite, Jane
|
| ISBN |
9781000624434 |
|
1000624439 |
|
