ABSTRACT
Providing adult learners with professional development is challenging. Being aware of some of the challenges that may arise when working with adults is key to you being an effective and reective educator. In previous chapters in this book various adult learning theories and principles are described with a view to illustrating how to develop programmes that could provide adult learners with an effective and encouraging learning experience. In this case study we reect on how to best supervise, mentor, coach, and teach adult learners who have a visual impairment. In this chapter we are using the Ponchillia and Ponchillia (1996) view of visual impairment – any degree of vision loss, including total blindness that affects an individual’s ability to perform the tasks of daily life. This may include some of the following: low vision, blindness, congenitally blind, adventitiously blind and blind with light perception only (unable to distinguish shape, but aware of presence of light – sometimes with direction/source of light, sometimes not).
