Co-funded by the European UnionThis publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union.

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Co-funded by the European UnionThis publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union.

Co-funded by the European UnionThis publication has been developed as part of the Teaching and Learning Development Capacity Improvement Programme which is funded and being implemented through a partnership between the Department of Higher Education and Training and the European Union. The content is based on a research project undertaken by the University of Pretoria, focusing on visual impairment. The contents of the publication are the sole responsibility of the respective authors of the chapters and cannot be taken to reflect the views of the European Union.

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books.' The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThe importance of understanding the implementation of the White Paper 6 (inclusive education policy) and accommodating learners with disabilities (such as visual impairment) in all schools are continuously emphasised. Studies in this field however remain limited, requiring ongoing research. Questions regarding teachers' apparent hesitancy to implement inclusive education policy and their uncertainty about the accommodation of learners with visual impairment remain evident, thereby necessitating research in this field. Based on a broad scale research project in the field of inclusive education, learners with visual impairment, and teachers' needs and expectations in accommodating these learners in the classroom, this series of books (of which this one is the second volume) were conceptualised and written. In addition to the findings obtained from the research project undertaken by the University of Pretoria during 2017 and 2018, selected experts in the field of visual impairment were involved as authors, to make contributions based on their own research and experience on case studies gained over many years. The first volume in the series, titled 'Opening eyes: Understanding education for the visually impaired' focused on an understanding of the visually impaired learner, inclusive education policy and support provision to this group of learners in accordance with existing policy. This book, 'Volume 2: Teaching learners with visual impairment', focuses on holistic support to learners with visual impairment in and beyond the classroom and school context. Special attention is given to classroom practice, learning support, curriculum differentiation and assessment practices, to mention but a few areas of focus covered in the book. In this manner, this book makes a significant contribution to the existing body of knowledge on the implementation of inclusive education policy with learners affected by visual impairment. The scholarly contribution is emphasised by the fact that no such South African authored book is available on this specific topic, implying a ground-breaking contribution which may pave the way for follow-up research and publications.