ABSTRACT
Given the well-established traditions of teaching learners with vision impairment it is perhaps surprising that there is a dearth of "strong" evidence in the literature to inform teaching practices. Comprehensive literature reviews of evidence-based practices are relatively rare in vision impairment education. This chapter considers two more recently published reviews undertaken to guide curriculum policy developments in Ireland and Wales, respectively. This review was commissioned by the National Council for Special Education in Ireland to identify evidence-based outcomes for children with vision impairment and to offer recommendations and implications for the Irish education and health systems. The access to learning/learning to access distinction was developed to frame vision impairment education and the role of the specialist practitioner. To illustrate the type of evidence identified, the chapter presents five example summaries in relation to particular areas of the review: communication and complex needs; braille literacy; use of technology; mobility and independence; and early intervention.
