ABSTRACT
This chapter examines some of the issues that can arise when thinking about how to draw upon the "dual model of access" in order to promote equitable curriculum access. It shows how to navigate these issues by outlining the parameters of a holistic framework that incorporates the dual model access with the bioecological systems-based theory of human development. The chapter discusses how this "meta-model" can be used to guide practice given that its focus is not on the learner per se, nor the learning environment in which education takes place. Rather the focus is upon both; the changing and progressive interaction between the learner with vision impairment and the environment over a given timeframe. The chapter outlines the importance of adopting a "practitioner-researcher" approach and presents an overview of the "tools" required for this role. The specialist practitioner has a significant role in deciding the appropriate combination of interventions and having the appropriate skills to implement them.
