University of Edinburgh
 

Including Children with Visual Impairments in the Mainstream School Setting

Books

Allman, Carol B & Lewis, Sandra (eds)
ECC essentials: teaching the expanded core curriculum to students with visual impairments
AFB Press, 2014
ISBN 9780891284987
Addresses the additional curriculum elements that visually impaired children have to learn in order to live independent lives, this includes curriculum access, assistive technology, mobility, independent living, social skills, careers and citizenship.

Arter, Christine ... [et al]
Children with visual impairment in mainstream settings
David Fulton, 1999
ISBN 1853465836
For teachers who are about to teach visually impaired children for the first time, looking at access to the curriculum and suggesting practical ways in which these difficulties can be overcome.

Bell, Judy & Naish, Lucy
Exploring quality: how to audit, review and profile your school's provision for pupils who have multiple disabilities and visual impairment
RNIB, 2005
ISBN 1858786525
A tool for assessing the accessibility of your school for visually impaired children who also have multiple disabilities. Sections: Inclusive culture and organisation, physical access, curriculum access, social access, staff skills and transitions & changes.

Davis, Pauline
Including children with visual impairment in mainstream schools: a practical guide
David Fulton, 2003
ISBN 1853469149
Uses detailed case studies of inclusion in 4 primary schools.

Russotti, Joanne & Shaw, Rona
When you have a visually impaired student in your classroom: a guide for paraeducators
AFB, 2004
ISBN 0891288945
Easy to understand guide to teaching and responding to visually impaired children in mainstream classrooms. Aimed at classroom assistants etc.

DVDs

Royal National Institute of the Blind (RNIB)
Count me in: promoting the inclusion, achievement and involvement of blind and partially sighted children
RNIB, 2009
ISBN 9781858789989
Promotes good practice in the inclusion of blind and partially sighted children covering 6 key areas: expectations, communication, curriculum, mobility, social and environmental issues. Aimed at anyone working with visually impaired children including class teachers, assistants and others.

CD-ROMs

Royal National Institute of the Blind (RNIB)
Hear me out: blind and partially sighted children talk about inclusion, achievement and involvement
RNIB, 2009
ISBN 9781858789996
Audio interviews with 40 visually impaired children about their lives. The CD-ROM can be played on a computer or on a Daisy player. Text transcripts are also available from the CD-ROM.

Articles

de Verdier, Kim
Inclusion in and out of the classroom: A longitudinal study of students with visual impairments in inclusive education
British Journal of Visual Impairment
May 2016, Vol 34 (2), p130-140
Study of social inclusion of children with visual impairments in mainstream classrooms.

Hendry, Jill
Supporting independence: Young columnist
Insight
Sep/Oct 2014, No 53, p24-25
Jill reflects on the support she did and didn't want and sensitivity that made a real difference.

Herold, Frank & Dandolo, Jack
Including visually impaired students in physical education lessons: a case study of teacher and pupil experiences
British Journal of Visual Impairment
January 2009, Vol 27 (1), p75-84
An English study of the gap between policies for inclusion and the reality of children with disabilities participating in physical education.

McCormack, Gwyneth
Choosing to move
Insight
Sep/Oct 2014, No 53, p33
How to help children to make choices and express what is a concern to them.

McCormack, Gwyneth
Making concept development fun
Insight
May/Jun 2014, No 51, p32
Ideas for using a multipurpose hanger for a variety of early learning opportunities.

Pinkney, Elaine
Are we there yet? Inclusive play in mainstream schools
Insight
Jan/Feb 2009, No 19, p20-23
Considers the challenges that visually impaired children face at playtimes and offers solutions.

Roe, Joao
Social inclusion: meeting the socio-emotional needs of children with vision needs
British Journal of Visual Impairment
May 2008, Vol 26 (2), p147-158
Explores the ways in which professionals can promote socio-emotional development in visually impaired children.

Sharma, Umesh ... [et al]
Forming effective partnerships to facilitate inclusion of students with vision impairments: Perceptions of a regular classroom teacher and an itinerant teacher
British Journal of Visual Impairment
Jan 2010, Vol 28 (1), p57-67
Looks at the partnership of the visiting specialist teacher and the classroom teacher in supporting children with visual impairments in a mainstream school.

Sleeman, Lesley
Vision friendly classes
Insight
Nov/Dec 2014, No 54, p32
Checklist for helping a school to become 'vision friendly'.

Stedman, Caroline
Caroline's casebook
Insight
Nov/Dec 2012, No 42, p24-25
Column about emotional issues experienced by young people who have visual impairments. Looks at the emotional and behavioural issues relating to keeping up in class and keeping 'in' with classmates.

Whitburn, Ben
'A really good teaching strategy': Secondary students with vision impairment voice their experiences of inclusive teacher pedagogy
British Journal of Visual Impairment
May 2014, Vol 32 (2), p148-156
Consults children with visual impairments on the education they received in inclusive settings in mainstream schools.

Winberg, Annica; Ronnback, Anders; de Verdier, Kim
Inclusion in Swedish classrooms
Insight
Jan/Feb 2010, No 25, p32-35
Reviews more than 20 years of inclusion in Sweden and identifies the factors for inclusion that must be in place for successful learning to happen.