The emphasis is on helping the child to participate as fully as possible in the curriculum, on equal terms with his or her peers. All children need practitioners who are able to observe and reflect on their individual style of learning. Children with a visual impairment, in particular, need practitioners who are curious and imaginative about how they learn when vision is not their main medium. This book makes suggestions about some aspects of developing and learning with a visual impairment which will enable practitioners to make the learning environment they provide a positive and responsive one for children with a visual impairment. Paperback: 64 pages Publisher: Featherstone Education Ltd (15 July 2009) About the Author Julie is a trained teacher who has specialized in the care and education of children with special educational needs and disabilities. Having taught for many years in special and mainstream schools and in early years settings, she was head of a LA visual impairment service before joining RNIB. For RNIB, as National Development Officer: Early Years, she takes the lead policy and development role in promoting services which will improve the range and quality of early childhood provision for children with a visual impairment from birth to five years, and their families.
