ABSTRACT
The emphasis in the future educational landscape should be on promoting children and young people with vision impairment as active learners who have increasingly meaningful opportunities to use their voice in order to develop personal agency and assume control of their learning. Peers of learners with vision impairment can also benefit from learning to interact with them, having to find ways of communicating, developing an understanding of someone else's perspective when they experience the world through other senses, as well as having an insight of literacy in different formats. Vision impairment is associated with particular challenges in terms of curriculum access and social inclusion. The learners who specialist practitioners support are part of a heterogeneous low-incidence group across the whole age range. Ensuring learners with vision impairment access equitable education is a key role for specialist practitioners who act as agents of change and ensure these learners' needs are communicated, understood and effectively met.
