Hayton, Jessica;
Cummins, Kelly;
(2023)
‘Listen, learn, help’: Parental views on specialist vision impairment provision in the United Kingdom.
British Journal of Visual Impairment
10.1177/02646196231158923.
(In press).
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Abstract
The presence of childhood vision impairment has cascading effects on educational provision and global development across cognitive, physical, and mental health domains. Effective, appropriate, and targeted support in education is legislated across the United Kingdom, influenced by the ‘access to learning, learning to access’ model. Despite reasonable adjustment and specialist provision legislature, anecdotal parental reports suggest inconsistent and insufficient provision culminating in poor physical and mental health outcomes for school-aged children and young people with vision impairment in the United Kingdom. This pilot study aimed to evaluate the perceived effectiveness of provisional arrangement/specialist support from a parental viewpoint. We examined the questionnaire responses of parents/caregivers of children and young people with vision impairment to harness their views regarding provisional entitlement. An online questionnaire was developed in collaboration with parents/caregivers of children with vision impairment who identified a distinct need for research in this field. Forty-six parents/caregivers completed the questionnaire. Most parents reported their child accessing specialised provision; however, frequency of provision and qualification of staff administering provision was inconsistent. Parents reported that available provision more negatively impacted their child’s mental health, and resultingly, most parents lacked confidence in the arrangements their child received. We concluded that parental perception of provisional arrangements is seemingly influenced by the quality of the team supporting their child in educational domains. Future work triangulating parental views with that of the children receiving the support, and support staff, is needed for corroboration.
| Type: | Article |
|---|---|
| Title: | ‘Listen, learn, help’: Parental views on specialist vision impairment provision in the United Kingdom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/02646196231158923 |
| Publisher version: | https://doi.org/10.1177/02646196231158923 |
| Language: | English |
| Additional information: | © The Author(s) 2023. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages |
| Keywords: | Blindness, childhood vision impairment, education, provision |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10166190 |
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