ABSTRACT
This chapter focuses on what is generally known as the secondary phase of education, covering the ages of 11 to 19. It presents an ecosystem of vision impairment education in this phase and illustrates ways of promoting equitable curriculum access for learners with vision impairment. Distinctive features in this phase of education include: the specialist curriculum support that may be required for different subject areas, and the importance of mainstream schools assuming ownership of the curriculum needs for all pupils. It also includes potential access issues that can arise in preparing learners for national examinations and formal assessments, potential career options and perceptions of feeling different to peers and possible barriers to future independence. The chapter provides a case study to offer an example of how a young person is supported within her secondary school environment to ensure she can access learning and have opportunities to develop her learning to access skills in preparation for adulthood.
