ABSTRACT
Learners with multiple disabilities and vision impairment have distinctive and changing educational support needs that arise from reduced access to visual information and potentially other sensory information. Full independence for these learners will not be a realistic objective and, to a greater or lesser extent, they will have reliance on a range of learning partners throughout their educational pathway to mediate their learning experiences. Specialist practitioners are considered to have a central role in overseeing such development, facilitating progressive curriculum access with steadily increasing emphasis on promoting the learners’ personal agency to shape their own learning environments. Sensory function is a complex concept and not all learning partners will be familiar with it. However, all the partners who work with the learner should seek to ensure that information of good quality is presented to the learner in consistent ways that are relevant and have meaning to that particular individual.
