Transition from school to higher education

Research evidence and best practice

Authored by: Graeme Douglas , Rachel Hewett , Mike McLinden

The Routledge Handbook of Visual Impairment

Print publication date:  March  2019
Online publication date:  March  2019

Print ISBN: 9781138085411
eBook ISBN: 9781315111353
Adobe ISBN:

10.4324/9781315111353-10

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Abstract

This chapter focuses upon the transition from school for young people with vision impairment. The authors make a distinction between “access to learning” and “learning to access”. The former focuses upon inclusive practice and environmental adjustments, while the latter focuses upon developing a young person’s agency and independence. It is argued that if we attend to both these educational strategies in a balanced yet progressive manner then transition from school into new settings can be smooth and positive. Of key importance is a “balanced curriculum” throughout the young people’s school career that focuses upon a broad range of educational outcomes including independence skills and career education opportunities as well as traditional academic qualifications. In addition to this longer-term analysis of transition, the authors offer six important transition strategies that have been developed through a longitudinal research study. They are: (1) transition reviewing and planning; (2) work experience; (3) accessing information; (4) getting around independently; (5) self-advocacy; and (6) specific preparation for higher education transition.

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