ABSTRACT
This chapter focuses upon the transition from school for young people with vision impairment. The authors make a distinction between “access to learning” and “learning to access”. The former focuses upon inclusive practice and environmental adjustments, while the latter focuses upon developing a young person’s agency and independence. It is argued that if we attend to both these educational strategies in a balanced yet progressive manner then transition from school into new settings can be smooth and positive. Of key importance is a “balanced curriculum” throughout the young people’s school career that focuses upon a broad range of educational outcomes including independence skills and career education opportunities as well as traditional academic qualifications. In addition to this longer-term analysis of transition, the authors offer six important transition strategies that have been developed through a longitudinal research study. They are: (1) transition reviewing and planning; (2) work experience; (3) accessing information; (4) getting around independently; (5) self-advocacy; and (6) specific preparation for higher education transition.
