ABSTRACT
This chapter focuses on the destinations of young people with vision impairment once they leave compulsory education. This will vary across different national contexts. Post-compulsory education marks an extremely significant time in the young person's life, as they transition from children- and youth-focused services to dedicated services for adults. From a bioecological systems perspective, the systems surrounding the individual will change significantly as they move into new environments and engage with new professionals and different policies and equality legislation. The chapter explores three different post-compulsory settings to consider access to learning/learning to access distinctions: studying in higher education, preparing for employment, and living with increased independence. It shows how the concept of the specialist curriculum remains relevant in this phase. International government statistics and research evidence have consistently highlighted the challenges individuals with vision impairment face in obtaining paid employment. A young person with vision impairment will potentially have worked with specialist practitioners for a large proportion of their life.
