Abstract/Summary

Amidst the complexity of research in the areas of inclusion and special educational needs (SEN) there is a widely held view that what is good practice for SEN pupils is beneficial for all learners. However, there is little empirical evidence relating to the influence of addressing the inclusion of SEN pupils on the teaching and learning of others. This thesis contributes evidence to address this gap in understanding through a focus on a specific SEN, visual impairment (VI), where there are no studies yet found on the influence of strategies designed for a VI pupil on the learning and experiences of others. VI is an under-reported, sometimes unrecognised, condition and one which can affect learning when present even in a mild form. Therefore, although school and teacher experience of pupils with VI as an identified need can be minimal, greater awareness of VI is desirable. The research takes a case study approach to allow for a depth of understanding and to promote ecological validity and transferability of findings. Data were gathered from three schools, two primary and one secondary, across a September-January period. Initial and endof-study surveys were undertaken with teaching (n=13) and support staff (n=7) who would be working with a VIP pupil for the first time. Classroom observations and end-of-study interviews were then undertaken with teachers in Key Stage 2 (n=2) and Key Stage 3 (n=5). The research has identified triggers for changes to teaching and learning activities and to teachers’ working practices. It considers issues of teacher acceptance and response to drivers of change in order to determine not only whether addressing VI inclusion brings changes that are both sustained and sustainable but also whether it promotes any changes in teachers’ conceptualisations of SEN and inclusion. The research provides empirical evidence to support schools in inclusive curricula and pedagogical decision-making and to support discussions in the literature as to the desirability and effectiveness of inclusive educational policies more broadly.