ABSTRACT
This chapter reaffirms "what matters" in vision impairment education. It outlines a rationale for why it is important to be able to clearly articulate what matters with respect to policy development. The chapter highlights the author's own perspective of what matters as educators and considers how this can be drawn upon to help promote equitable curriculum access for learners with vision impairment. It presents a case study to illustrate how a clear articulation of what matters can inform a policy response to unpredictable global drivers. The multi-layered and complex process of development as illustrated in a bioecological systems model highlights the need for a clear articulation of what matters. This ensures the distinctive support needs of individual learners with vision impairment can be suitably addressed and as far as possible ensure alignment between policy in the distal systems and implementation at the micro level.
