TY - JOUR
T1 - Promoting a balanced early years curriculum for young children with vision impairment
T2 - developing and sustaining personal agency through a bioecological systems perspective
AU - McLinden, Mike
AU - Ravenscroft, John
AU - Douglas, Graeme
AU - Hewett, Rachel
AU - McCann, Elizabeth
AU - Roe, Joao
PY - 2020/2/12
Y1 - 2020/2/12
N2 - Through the use of their developing vision, young children develop increasingly sophisticated ways of establishing control within different learning environments, thereby helping them to exert influence as active ‘agents’. Vision impairment can present significant barriers to a child developing personal agency through reducing access to visual information. In this article, we present the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. We draw on a dual model of ‘access’, contextualised within a bioecological systems perspective, to examine how young children with vision impairment can establish increasing personal agency through intervention approaches that promote progressive independence access skills within an ‘ethos of empowerment’. In presenting new conceptual foundations for examining the development of personal agency in young children with vision impairment, the article has significance for research, policy, and practice in vision impairment education and offers a theoretical reference point for related areas of early childhood inclusive education.
AB - Through the use of their developing vision, young children develop increasingly sophisticated ways of establishing control within different learning environments, thereby helping them to exert influence as active ‘agents’. Vision impairment can present significant barriers to a child developing personal agency through reducing access to visual information. In this article, we present the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. We draw on a dual model of ‘access’, contextualised within a bioecological systems perspective, to examine how young children with vision impairment can establish increasing personal agency through intervention approaches that promote progressive independence access skills within an ‘ethos of empowerment’. In presenting new conceptual foundations for examining the development of personal agency in young children with vision impairment, the article has significance for research, policy, and practice in vision impairment education and offers a theoretical reference point for related areas of early childhood inclusive education.
KW - access
KW - bioecological systems framework
KW - early intervention
KW - personal agency
KW - vision impairment
UR - http://www.scopus.com/inward/record.url?scp=85079381073&partnerID=8YFLogxK
U2 - 10.1177/0264619619901036
DO - 10.1177/0264619619901036
M3 - Article
SN - 0264-6196
VL - 38
SP - 1
EP - 7
JO - British Journal of Visual Impairment
JF - British Journal of Visual Impairment
IS - 2
ER -