This is the second monograph in a series providing a compendium of perspectives on the broad theme of educational principles and practice in the field of vision impairment in Australia. The monograph’s purpose is to help readers to better understand current theories and practices in education and health provision for children and young people with vision impairment. In this monograph, the authors explore the developmental, academic, social and vocational implications of vision impairment, from birth through adulthood. A central theme across the three papers is the importance of collaboration and information-sharing among professionals, families and individuals with vision impairment. This monograph has been produced in an accessible format to ensure that people with vision impairment have equal access to the full written document. The format of this monograph complies with the Royal Institute for Deaf and Blind Children Guidelines for Accessibility and with Standard 1 Creating Accessible Word Documents.
In the first paper, Cantle Moore describes and discusses the implications of vision impairment for early childhood development, and the benefits of family-centred early intervention and education programs in supporting infants and toddlers to meet developmental milestones. Early childhood is recognised as a critical period of development by the United Nations (UN) Committee on the Rights of the Child. Cantle Moore introduces foundational principles and theories of early childhood development and considerations for supporting families in enabling their young children with vision impairment to make sense of, and engage with, the physical, social and cultural dimensions of family and community life.
Authors of the second paper; Pagliano, Zambone and Kelly explore the concept of ‘transition’ in Australia’s education system. They discuss the transition concepts, theories and approaches they believe essential in supporting children and young people with vision impairment to successfully transition from home through school and into adult life. In the third and final paper; Gale, Archbold and d’Apice discuss the roles and responsibilities of specialist vision teachers and education teams. The authors offer practical approaches for new and experienced educators, including approaches to professional collaboration and information sharing in school communities.
Education was identified in the World Bank’s 2018 World Development Report as essential to building human capital and national prosperity, and in enriching the lives of individuals by raising aspirations and promoting employment, earnings and health. In the view of this monograph’s editors, the several authors advance Australia’s discourse on the rights of children and young people with vision impairment to inclusive, equitable and quality education, as enshrined in the Australian Disability Standards for Education, the UN Convention on the Rights of Persons with Disabilities, and the UN Education 2030 Agenda and Sustainable Development Goals.
Authors: Edited by Frances Gentle, Sue Silveira, and Desiree Gallimore
Date published: 2019
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