ABSTRACT
This chapter introduces key terms and describes why a specialist discipline of vision impairment education is needed. It provides an overview of the vision impairment population, and highlights an important distinction that is made between clinical and functional definitions of vision impairment. Distinctive common types of childhood vision impairment are found in different national contexts, and there are links with "health and wealth". The chapter focuses on the growing numbers of learners with cerebral vision impairment as well as those with complex learning difficulties. It then describes the distinct learning needs of learners with vision impairment and argues that they are a result of the particular qualities of reduced vision and other senses interacting with social barriers encountered by those with vision impairment. The chapter discusses areas where distinctive learning needs are commonly identified e.g. early childhood development, mobility and literacy.
