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The practice of inclusive education-or inclusion-within general education classrooms is becoming more prevalent within early childhood settings. To successfully deliver classroom curriculums, promote learner growth, and meet the goals of all students served within inclusive settings, teachers must have a basic understanding of the unique learning needs of all students, including those with visual impairments. Because students learn best when the teachers who educate them first understand their needs, this chapter is designed as a basic starting point for early childhood educators who have limited to no background in working with students who have visual impairments. The goal of this chapter is to give early childhood educators a basic understanding of visual impairments, questions to ask when serving children with vision loss, and to show how accessibility can be approached in a way that is meaningful to students with visual impairments.

Introduction: To support independent travel skills and accessibility for people with visual impairments (i.e., those who are blind or have low vision), this research acknowledges bus driver perceptions of visual impairment and investigates how bus drivers interact with visually impaired travelers who ride public transportation. Methods: This study utilized the Social Responsibility about Blindness Scale and a researcher-created instrument to explore how bus drivers interact with visually impaired travelers. Results: Fifty-five drivers participated in this study, with 94.55% of these drivers reporting that they have had experiences interacting with visually impaired passengers. The top concern drivers reported was ensuring these passengers located the correct stop (26.56%). Using Likert-type scale ratings to assess driver knowledge and role in assisting passengers with vision loss, overall mean average of driver knowledge was 3.33 ( SD = 1.09, V = 1.23), indicating, as a whole, driver knowledge was in the range of “unsure/don’t know.” Discussion: Although many campus area bus drivers have experience interacting with passengers who are visually impaired, the attitude of drivers toward visual impairment is varied, and their knowledge of visual impairments is limited. Implications for practitioners: Based on results, drivers recognize that accommodations may be needed for passengers with vision loss, and they have an interest in learning how to assist passengers who are visually impaired who ride campus transportation. Based on this outcome, in-service training for drivers to address interactions and accommodations for passengers with vision loss may be warranted within public transportation operations.

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Introduction This research aims to learn what schools for blind students in the United States are currently doing to teach students with visual impairments and further explore the services these schools provide in their states. Methods This research used qualitative interviews with school administrators, staff members, and teachers at four schools for blind students in the United States. A constant comparison model was used to analyze common themes and trends within the data collected, allowing us to capture the voiced experiences of the interviewees. Results All schools included in this research have built the capacity to serve a wide range of students with visual impairments through both on-campus programs and outreach services. To provide high-quality services, the on-campus programs and the outreach services embraced symbiosis with one another. In parallel to this effort, schools focused on building partnerships with districts and helped build capacity through indirect services. Discussion Underlying ideologies within schools for blind students were the value of inclusion, belief in every student receiving a quality education, and aspiration towards schools for blind students to stay relevant in an era of inclusion. Schools were led by individuals who possessed inspirational and strategic thinking. Implications for Practitioners This research documents the effective ways specialized schools for blind students are relevant in an era of inclusion, documenting the importance of creating new paths within traditional programs. This research outlines successful practices and ideologies that can be implemented by specialized schools, while acknowledging traditional on-campus programming combined with inclusive outreach models to create sustainable programming for all students with visual impairments throughout a state.