ABSTRACT
In this chapter, we examine the range of educational settings across phases of the educational system for children with visual impairments, and pose questions such as ‘In which type of provision do which children tend to do best?’. Decision-making processes currently follow a Code of Practice, intended to promote what the DfEE considers to be exemplary ways of working. The Code has not escaped criticism, although its intentions are constructive. We look at how the Code may contribute towards the raising of individual achievement and the realisation of lifetime learning within the context of visual impairment. We also consider some of the issues involved in securing the most appropriate educational support for children with visual impairments under current legislation and guidance.
