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The aim of this study was to explore the learning experiences of visually impaired physiotherapy students in the UK, specifically focusing on barriers and enablers faced within university and classroom based education. A qualitative multiple case study design was used due to the unique and small group of participants under exploration. Course Leaders of all universities in the UK that offered Physiotherapy education at undergraduate or pre-registration level were approached as gatekeepers to access participants. Four visually impaired physiotherapy students consented to take part in the study, each from a different institution. Semi-structured interviews were used at a time and setting chosen by each participant. Data were recorded and transcribed verbatim, and analysed thematically using NVivo 10. Both barriers and enablers were identified, with sub-themes within the data; the barriers were: environmental factors, unsupportive behaviours and time and effort. The enablers were: supportive relationships, student attributes, and strategies and adaptations. All participants experienced barriers to learning within their university setting, despite having disclosed a disability and having access to and provision of reasonable adjustments. However, despite facing barriers, there were many positive experiences that enabled learning, particularly when staff and students worked together in an open, supportive, and proactive environment., (Copyright © 2019. Published by Elsevier Ltd.)

Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer 'caregiver' in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.

Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag by comparing the reading profiles of 25 normally sighted readers (mean age 8 years 8 months) with 25 low vision readers. The children were tested using a reading test (the Neale Analysis of Reading Ability, NARA) and were matched on the reading accuracy score produced by the test. Therefore in terms of the reading accuracy scores (and reading ages) derived from the NARA both groups were the same. The low vision readers were on average older than the normally sighted children (mean = 10 years, 5 months). When the reading profile (i.e. accuracy, comprehension and speed) was examined in the same analysis no significant effect was revealed [d.f. = 1, 48; F = 0.05; p > 0.1], but a general lag for these children is suggested (in keeping with previous research). However, a closer analysis of the reading error profile revealed the most common reading errors made by all readers in the analysis were either mispronunciations or substitutions. The low vision readers were more prone to making substitution errors than mispronunciations and the reverse was true for normally sighted readers [d.f. = 1, 48; F = 7.1; p < 0.05]. This indicates that the reading strategies adopted by low vision readers may differ from those of normally sighted readers of the same apparent reading ability.