Introduction The delivery of an appropriate and effective education for pupils with a visual impairment (VI) has often been characterised, in recent years, as represented by those supporting the placement of pupils exclusively in a mainstream setting, and those who believe that the expert provision available through special schools continues to be the most appropriate placement. In reality the situation is more complex and dynamic. Special schools for the visually impaired are aware that the majority of visually impaired children and young people are and will continue to be educated in their local area. Special schools are anxious to move beyond the ‘them and us’ perception and use their existing and ongoing expertise as schools for the visually impaired (a low incidence disability), to play a part in supporting and developing the education of children and young people with a visual impairment at both a regional and national level. This Comenius funded school development project aims to move beyond present perceptions and practice by examining the possibility of developing the role played by special schools to include a national resource centre provision available for all to use. A major focus for the project will be exploring the concept of expanding the role played by special schools in the provision for children and young people with multiple disabilities and a visual impairment (MDVI).

Project Partnership