ABSTRACT
This chapter focuses on the two inter-related educational responses, namely access to learning and learning to access. It summarises the relationship between learning to access and access to learning as broad areas of intervention in the field of vision impairment education. The particular intervention approaches and associated targeted educational outcomes in relation to learning to access are aligned to areas of a "specialist" curriculum. This includes the teaching of mobility, the use of access technology, as well as independent living skills. The intervention procedures and associated targeted educational outcomes in relation to access to learning are more closely aligned with what can be described as "inclusive" or "universal" practice and accommodations/adjustments. The chapter highlights the lack of strong evidence to support practice in many curriculum areas and identifies the need for an appropriate conceptual framework to guide the design of intervention approaches.
