- Dr Graeme DouglasUniversity of Birmingham
It is estimated that 40% of visually impaired people aged 18-29 are not in education, employment or training. This study aims to better understand and challenge this very low statistic, by following around 80 visually impaired young people for three years as they move through different education settings and seek to gain employment.
The study forms the second phase of a five-year longitudinal research project. The young people involved joined the project in 2009 when they were in Year 9 (aged 13-14) and Year 11 (aged 15-16). In the first phase of the study (lasting two years), they were interviewed several times about their circumstances, progress, plans and support received. The second phase will now follow both cohorts for a further three years.
- What are visually impaired young people’s experiences of transition from school into further and higher education, training and employment? What choices do they make and what are the outcomes?
- What levels of independence do they have as they move through different phases of their life? How helpful are their independence skills during these transitions?
- What services are available to them to support their transition? How will changes in the area of transitions and special educational needs (SEN) policy be implemented by different services?
- How will these policy changes affect visually impaired young people as they move from school to the next stage of their education, training or employment?
In a follow-on strand of the project, the researchers will explore the experiences of those young people who went into higher education.
Due to the longitudinal nature of this project, these research questions are likely to evolve over time, as the researchers learn more about the experiences of the participants.
- Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment.http://journals.sagepub.com/doi/10.1177/026461961664318012 May 16
- Inclusive Design: Its impact on young people with vision impairment. Journal on Technology & Persons with Disabilities.http://scholarworks.csun.edu/handle/10211.3/15120126 March 15
- Views of independence and readiness for employment amongst young people with visual impairment in the UK - The Australian Journal of Rehabilitation Counselling.https://www.cambridge.org/core/journals/australian-journal-of-rehabilitation-counselling/article/views-of-independence-and-readiness-for-employment-amongst-young-people-with-visual-impairment-in-the-uk/33CC7BDEBD78D3AB87356B16EEE7A1D128 November 14
- Post-16 transition experience of visually impaired young people in England and Wales: Early findings from a longitudinal study - British Journal of Visual Impairment.https://journals.sagepub.com/doi/abs/10.1177/026461961453537420 August 14
- “Starting University” – Guidance resources for young people with vision impairment making the transition into Higher Education.https://www.rnib.org.uk/young-people/starting-university26 March 18
- Learner outcomes framework for VI children and young people.https://www.natsip.org.uk/doc-library-login/suporting-the-si-workforce/learner-outcomes-framework-for-vi-children-and-young-people
- Transition to adulthood: Final summary report for project 'Longitudinal study of transitions experiences of blind and partially sighted young people.https://www.nuffieldfoundation.org/sites/default/files/files/Final%20report%20-%20transition-to-adulthood.pdf
- Vision, Accessing Information and Accessing Benefits - Technical report of findings to December 2013.https://www.nuffieldfoundation.org/sites/default/files/files/vision-accessing-information-and-accessing-benefits.pdf01 June 13
- Young people’s progress and views of independence aged 16-19 - Technical report of findings to December 2012.https://www.nuffieldfoundation.org/sites/default/files/files/transitions-support-june-2013.pdf01 June 13
- Other detailed reports are available to download from this project page.https://www.birmingham.ac.uk/research/victar/research/longitudinal-transitions-study/phase-two.aspx
- Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education.https://www.tandfonline.com/doi/full/10.1080/08856257.2016.125497123 December 16
- The importance of self-advocacy skills: ‘This is what I can do, and these are the adjustments I require’. Paper presented to WBU-ICEVI Joint Assembly, Orlando.https://www.birmingham.ac.uk/Documents/college-social-sciences/education/victar/the-importance-of-self-advocacy-skills.pdf01 August 16
- Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education.https://www.tandfonline.com/doi/abs/10.1080/1034912X.2015.1111306?journalCode=cijd2020 November 15
- Dr Graeme DouglasUniversity of Birmingham
- Cheryl LloydProgramme Head, EducationNuffield Foundation
- Director, EducationNuffield Foundation