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Participatory research is a broad term covering a range of approaches that are characterised by a focus on "action-oriented" research involving researchers and participants working in collaboration to bring about positive change. These approaches emphasise engagement with co-researchers and the development and implementation of context-appropriate strategies that seek to empower and transform at a number of levels. This article explores the dynamics of a multi-agency and multinational research programme that investigated the working practices of specialist teachers of children with visual impairment in Uganda and Kenya. The research utilised a range of participatory methods, including workshops and a dedicated practice journal, to provide opportunities for participants to record information about their practice and share their experiences with colleagues. The article analyses the effectiveness of the approach, with a particular focus on the "relational praxis" between the project partners. This analysis highlights the complex nature of the collaborative relationships when research is transnational and operates across cultural, social and environmental contexts. Considerations are offered for research design in this area. (Contains 2 tables.)

This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. (Contains 3 tables.)

This article presents a selection of findings from a literature review of best practice models and outcomes in the education of visually impaired children. The review suggested that a key focus of research in this area has been upon the concept of "access", particularly with regards to barriers children with visual impairment face in accessing visual information. Given the broad scope of the literature review, we focus upon access to print literacy as an illustrative example. The potential impact of reduced access to the curriculum and the effectiveness of teaching approaches adopted to reduce these barriers are presented. The relative merits of two approaches to improve access are contrasted: providing children with accessible material in their preferred medium (e.g., large print), and teaching children "access skills" (including the use of technology). There is evidence to show that both approaches are important, but teaching children access skills has important longer-term benefits for visually impaired children and young people. In spite of this evidence, it appears that this approach to teaching may often be neglected. Links are made with other areas of the curriculum to illustrate that this dual view of access is a helpful way of conceptualising the broader educational needs of visually impaired pupils. (Contains 1 table.)

This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they had planned at the beginning of the project. Partly this was linked to a high proportion of their work being "community-focused" (e.g. identifying new cases and advising the wider community about the implications of visual impairment) rather than "child-focused" (linked to their caseload). In addition, they experienced other challenges, for example time-consuming travel and obtaining permission to be released from their regular teaching commitments. Whilst ITs found record keeping difficult, they felt it was a useful administrative procedure for managing caseloads and recognised the value of using the journals beyond the project. The policy and practice implications of the research for supporting children with special educational needs based around specialist teachers are considered. (Contains 1 note and 3 tables.)

This article reports on the development of online problem-based learning case scenarios for use in a distance education program for teachers of students with visual impairments in the United Kingdom. Following participation in two case scenarios, a cohort of teachers provided feedback. This feedback was analyzed in relation to the relevant literature, and key areas for future development were identified. (Contains 5 tables.)

Researchers from different disciplines have attempted to investigate the way in which people who are blind conceptualize and perceive elements of the spatial environment. Most of the studies that are reported in the literature use an experimental approach based on measurements of the performance in test situations of people who are blind or people who are sighted but who are blindfolded. The findings from these studies are important and have shed light on the process of understanding spatial relations in both small- and large-scale space. However, they have sometimes produced contrasting findings. The study the authors are currently involved in diverges from other studies in this key area in that the method used is essentially qualitative and participatory in character. This article gives an example of using the child's voice to explore spatial understanding and involves a narrative account from a 13-year-old student who was blind from birth about the strategies he uses to overcome the challenges he faces in making sense of space. The results suggest that the child's voice can provide insights into spatial understanding that can be used to help triangulate the findings and understandings achieved from the experimental approaches that dominate the literature.

Using the five-stage model of skill acquisition originally proposed by Dreyfus and Dreyfus (1986), this study investigates the professional development of Rehabilitation Workers (RWs) in the UK through analysis of their practice in training people with a vision impairment in the area of orientation and mobility. From interviews with RWs a clearer picture has emerged of the lack of professional development opportunities and the access to the knowledge of others required to facilitate progression from Novice to Expert in this specialized profession. (Contains 4 figures and 1 note.)

This paper reports on work undertaken within phase 2 of a research study concerned with the use of online problem-based learning (PBL) resources with teachers studying for a specialist qualification through distance education. The principal aim of this phase was to explore how pilot online PBL resources could be effectively embedded within two modules of a restructured programme of study in visual impairment. Following participation in the online components, participants completed a questionnaire designed to collect information on various aspects of their engagement in the activities. The findings presented in this paper relate to the format and design of the online PBL case scenarios, and, in particular, to the role of these in helping to develop participants' self-reported knowledge and understanding in relation to the module learning outcomes. Findings suggest that these resources can be used to develop knowledge and understanding in relation to selected module learning outcomes, and through further research could have an important role to play in the future professional development of practitioners supporting children with special needs. (Contains 6 figures and 4 tables.)

Dotted Moon is a useful and important resource to complement the range of options available to those teaching and learning Moon. Observation of a variety of Moon readers (including those at early stages of literacy as well as more advanced readers) showed that all participants were able to decode dotted Moon characters and engage in educational activities using dotted Moon at their developmental level and no conclusive evidence was found of any of the participants finding the dotted Moon harder (or easier) to decode than lined Moon. While professionals involved in the teaching of Moon expressed some concern about the potential of dotted Moon, in particular about the quality of some of the characters, there was little evidence to support this from observations made of Moon readers. The technical system used in the project combines an Enabling Technology braille embosser and Duxbury braille translation software. This set-up could be improved further if the software incorporated a Moon font to enable users to more easily edit Moon documents. Other setups available allow the control of spacing and size of the embossed characters, and these are also worthy of further investigation. (Contains 1 table and 2 figures.)

This article reports on work undertaken within Phase 2 of a pilot study concerned with the design, development, and evaluation of online resources. Drawing on recent developments in the application of technology within open and distance education, these resources were structured around the principles of problem-based learning (PBL) for use with postgraduate teachers. The article explores the responses of one cohort of students studying on a programme for teachers of children with visual impairment, to learning through the use of these resources. In line with recent literature in this area, the findings demonstrate that with the appropriate design and use of technology, PBL, traditionally viewed as a campus-based approach, can be adapted for use with students in higher education studying through open and distance education. The findings highlight a number of potential barriers to learning and participation that can serve to reduce effective participation in the online PBL activities. Future planned research by the authors will explore the extent to which each of these barriers can be reduced through appropriate planning and design, and provisional recommendations are included to assist in this process. (Contains 9 tables and 2 figures.)

This article presents a summary of the results from phase 1 of a two-phase research project. Drawing on the principles of problem-based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were volunteers from students registered on a two-year distance education programme of study for specialist teachers of children with visual impairment. Two case scenarios were developed for the project, each of which was based around a fictitious support service for teachers of children with visual impairment. Following a campus-based study day, the participants were assigned to one of two "PBL Activity Groups" and completed a series of tasks within each case scenario. Participation in the project was supported by members of the Project Team over a period of one semester, following which participants were asked to provide feedback through an online questionnaire. A summary of the feedback is presented, and key findings discussed. The results suggest that, with appropriate resources, adequate preparatory training and effective tutor support, online PBL can be an effective method for supplementing the continuing professional development of specialist teachers studying through distance education. (Contains 4 tables, 1 figure, and 1 note.)

Distance education is a well-established medium for training specialist teachers of children with visual impairments at the University of Birmingham in the United Kingdom. This article describes the background and organization of the program, analyzes its outcomes, and considers the challenges the program will face in the future. (Contains four references.) (Author/CR)

This article considers the concept of access in the education of visually impaired children and young people, with particular reference to print literacy. The article describes implications for teaching and policy at various levels of the educational process: classroom practice; broader teaching and curriculum requirements (including service design); professional training; other system requirements (including inter-agency working, infrastructure and potential role of special schools). The article particularly emphasises the importance of teaching students access skills, which maximises independence. [ABSTRACT FROM AUTHOR]

A number of sources (Kells, 2001, Lopes 2000) report that people who are blind are able to sense objects in the environment without direct physical contact. The main aim of this study is to investigate the phenomenon of obstacle awareness in children who are blind by analyzing their explanations. A qualitative approach to the problem was adopted involving semi-structured and unstructured interviews. Interviews were conducted with twelve blind students, who were aged 10 to 15 years. Ten children were congenitally blind and two adventitiously blind. An interesting outcome of the fieldwork was the richness of children's own descriptions of their obstacle-detection experience. Commonalities were found in children's accounts, and three key findings were that: 1. Children in the study confirmed with clarity their ability to sense objects in their environment, 2. they often described this sense as a special ability that blind people have, and 3. they often linked their ability to locate objects with auditory cues. Previous research has suggested that this "sense" is indeed linked with the ability to detect obstacles and objects in space through subtle auditory clues. The present findings suggest that the personal narratives of children who are blind can help in the triangulation and understanding of findings obtained by traditional experimental approaches. [ABSTRACT FROM AUTHOR]

This article reports on a study of teachers in the United Kingdom who use the Moon Code to develop literacy skills through touch in children with visual impairments and additional disabilities. It explores the motives, purposes, and values that underpin the teachers' decisions to embark on and sustain instruction in literacy for these children. [ABSTRACT FROM AUTHOR]

This paper, the second of two, summarises findings of a recent research project looking at the mobility and independence (M&I) needs of children with visual impairment who are educated in mainstream schools. The first paper (Pavey, Douglas, McLinden & McCall, 2003) outlined the development of a mobility and independence curriculum framework recommended to be the basis of provision by services in the UK. This second paper suggests ways that these mobility and independence skills could be delivered to children within and beyond mainstream education by outlining a number of recommendations intended for agencies and professionals involved in providing such a service (either directly or in managing the service). These particularly focus upon issues of funding, development of service delivery and policy documents, management of people and agencies, and the training of professionals. [ABSTRACT FROM PUBLISHER]

This paper, the first of two, describes a recent research project that investigated the mobility and independence (M&I) needs of children with visual impairment who are educated in mainstream schools. It describes the background to the project, the chosen research methods and approach, and then presents the findings relating to the first aim of the project, the investigation of the key mobility and independence skills required by children with visual impairment. From the research, a mobility and independence curriculum framework was developed, and recommended to be the basis underpinning mobility and independence education provided by education services in the UK. [ABSTRACT FROM PUBLISHER]

This article reports the findings of a one-year project designed to investigate the use of low vision aids (LVAs) with children aged 5-i6 who have multiple disabilities, including visual impairment (MDVI), in the United Kingdom. Within stage 1 of the study, a national survey of schools and services where children who have MDVI are educated was undertaken. The results showed that of those children supported by VI schools and services responding to the survey, over one third (36%) were described as having MDVI. Of these children, 6% were reported as using 'optical' LVAs (i.e., reading stand, task lighting etc.). Follow-up interviews were undertaken within stage 2 of the study with selected respondents in order to explore their rationale for 'use'/'non-use' of LVAs with different children who have MDVI. A range of factors were indentified and are reported within a broad educational framework of 'indentifying need', 'meeting need', and 'evaluating effectiveness'. The findings of the study provide evidence to suggest that LVAs are not being fully utilized with children who have MDVI and an agenda for further research and development is presented. [ABSTRACT FROM AUTHOR]

This Paper reports on the initial results of an investigation of the use of the Moon code by children in schools in England and Wales. It took place in 1998 and is part of an on-going study of the use of Moon by children which commenced in 1992. The Paper presents some of the key findings and considers their implications for the implementation of the National Literacy Strategy. [ABSTRACT FROM PUBLISHER]

In 1997 the then new Labour Government published a Green Paper on the special educational needs on Excellence for AllChildren: Meeting Special Educational Needs. In a Paper which appeared in this Journal (McCall, 1998) the author considered the historical background to the Green Paper, summarised its proposals and discussed the changes it was likely to bring about in the Education of children with a visual impairment. In this Paper the author revisits the Green Paper and considers to what extent its aspirations have been achieved thus far. [ABSTRACT FROM PUBLISHER]

The Government of the United Kingdom has published a Green Paper on the special educational needs of children: Excellence forAll Children: Meeting Special EducationalNeeds. This Article provides historical background to the publication of the Green Paper, summarises its proposals, discusses the changes it is likely to bring about and concludes on a mildly optimistic note. [ABSTRACT FROM PUBLISHER]

In this Paper we relate contemporary theories of literacy to the population of people who are blind and who have additional learning disabilities; we argue for a more inclusive model which is appropriate for considering the literacy behaviours within this population; and we propose that, rather than debating whether literacy is an appropriate goal for this population, educators need to consider how literacy is to be defined in relation to it. [ABSTRACT FROM PUBLISHER]

The 1993 Education Act became law at the end of July 1993. Described by the Government as a "blueprint for the next 25 years", it is a complex and lengthy piece of legislation. It is concerned largely with advancing Government policies to increase autonomy in schools through the option of Grant Maintained status. This article attempts to identify the critical points of the Act, to speculate on the issues which are likely to be of specific concern for those involved in the education and welfare of children with visual impairments (VI), and to gauge some of the reactions to the Act from various parts of the field. [ABSTRACT FROM PUBLISHER]

There is an urgent need to strengthen links between the education and the rehabilitation of visually impaired people in developing countries and to change some current attitudes and approaches. The following article, based on the points discussed at a meeting held at the University of Birming ham on 28 November 1991, outlines problems of particular concern and considers ways in which they might be addressed. It lists the recommendations drawn up with a view to future action and further meetings. [ABSTRACT FROM PUBLISHER]

For over thirty years Birmingham University has offered training courses for teachers wishing to specialise in the education of the visually handicapped. In addition to a large national intake it has consistently attracted students from all parts of the world, with African countries very well represented. In the last three years for example, teachers from Botswana, Ethiopia, Kenya, Malawi, Mali, Nigeria and Tanzania have attended the one-year full time course. In 1986 a tutor was appointed with special responsibility for overseas students taking this training, which leads to a qualification at Diploma or BPhil level. This article, based on interviews with past and present students, seeks to examine the background to, and the recent development of, education for visually handicapped children and young people in parts of Africa and to identify the factors which lead to successful and relevant training in courses of this nature. [ABSTRACT FROM PUBLISHER]

The population of blind children in the United Kingdom has been changing significantly over the last thirty years, with an increase in the number of blind children with additional handicaps. For many of these children the study of braille as a medium of communication has proved too difficult, so that in effect they are being denied access to literacy. Although it has been used for almost 150 years, mainly for the elderly blind, moon has never been formally investigated as a suitable system of communication for children. Technological changes which have made it easier to write moon have resulted in more teachers looking to this system as a possible alternative to braille for certain blind children. In this context, a study has recently begun at the University of Birmingham which seeks to evaluate the effectiveness of moon in developing the literacy of blind students with learning difficulties. [ABSTRACT FROM PUBLISHER]

This article describes the present situation in the schools for visually handicapped children in Romania and the urgent need for improvements in education and living conditions. It outlines a specific plan of action, agreed at a symposium held in Cluj in October 1990, to be funded by the British Red Cross and organised by the International Council for the Education of the Visually Handicapped. [ABSTRACT FROM PUBLISHER]

Abstract: Network 1000 is a panel survey aimed at surveying the changing needs and circumstances of people with a visual impairment. The project is committed to participant involvement that is developing collaborative and inclusive strategies within the project; the purpose of this paper is to focus on one of those strategies namely, generative interviews. These interviews are used as part of the survey design stage to inform and drive the content of the questionnaire. The themes that were generated from these interview discussions raised a number of important themes ranging from independent living skills to issues around education and employment. Three other emergent issues were: transport particularly access to it and its geographically patchy nature; use of computers with their attendant costs and ease of use; and attitudes related either to visually impaired people''s attitudes towards their own visual impairment, or society''s attitudes towards people with a visual impairment. The use of generative interviews has been an integral part of the project and reinforces its underlying philosophy of participant involvement; the themes generated have already been incorporated into the first year of the study. [Copyright &y& Elsevier]

Abstract: This poster describes two related research projects: the first explores the delivery of mobility and independence (M&I) education to children with visual impairment in mainstream schools; and the second builds upon the findings of the first project, by developing online resources aimed at professionals and others involved in the delivery process. The first project involved drawing upon the experiences and expertise of professionals employed by services involved in the delivery of M&I education across the UK, and culminated in a number of findings and practical recommendations intended for professionals working with children in mainstream schools. The second project, funded by the NLB, took the findings and recommendations from the first project and made them into a freely available online resource, to aid professionals in assessing their own practice and to develop new or existing mobility and independence services in which they are involved. [Copyright &y& Elsevier]

Abstract: This poster presents an update and initial findings from an ongoing survey of 1000 visually impaired people in Great Britain. Methods: The project started in March 2004. It aims to develop a random sample of 1000 registered visually impaired people (with weighted stratification for age). The process of recruitment is underway. The recruited participants will be surveyed for their needs, circumstances and opinions on a number of topics. The intention is that this survey will build upon work carried out by the RNIB, except in this case the sample will be maintained with the aim of collecting longitudinal data. The year 1 survey is designed to collect general demographic information, including that related to their self-reported level of vision, health, and access to services. Uniquely, there are also a series of questions related to the broad areas of employment, ILS, ICT, leisure, travel and transport, and education. Through these questions participants will comment about their participation in society and any barriers to this participation. The results of the year 1 ‘generative questions’ will enable priorities for future questions to be set. Results and conclusion: The data is in the process of being collected and this poster presentation will give an opportunity to share early findings of this large scale ongoing survey. [Copyright &y& Elsevier]