ABSTRACT
This chapter focuses on the primary years of education and considers what is distinctive for learners with vision impairment and the range of support they may require to access the curriculum and to develop the specialist skills that will enable them to thrive. It examines the ecosystem of vision impairment education during these primary school years when children follow a more formal curriculum. The chapter looks at the pedagogical approaches needed and how they can be implemented. It explores the transition into secondary education and emphasises the need for careful planning before learners start attending a more complex educational context at a time when they are also experiencing changes in their own lives and bodies. Assistive technology plays a crucial role in providing access to and recording information. The chapter provides two illustrative Transition Pathways to show the transition arrangements in place for two learners with vision impairment who are about to start secondary education.
