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Until comparatively recently blind/vision-impaired young people were generally assigned to particular education settings based on their impairment. Restructuring of the education system commenced in the Republic of Ireland in the 1990s, resulting in significant changes in special education including a language of inclusive education within policy initiatives. In the research upon which this article is based, the educational experiences of blind/vision-impaired people, the factors that impacted on these experiences and how these facilitated or inhibited their future opportunities were the primary foci for the study. This article explores the themes of how the post-primary school curriculum was experienced by blind/vision-impaired students and their future expectations and aspiration. In terms of policy development and practice, it is paramount to ensure both effective curriculum participation and transition opportunities are enabled rather than disabled for these students.

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