Understanding education for the visually impaired is an open-access book published by AOSIS.

The contribution that this book makes to scholarship is regarded as ground-breaking, as it is based on recent research conducted with teachers on the ground-level, as well as on research and experiences of practitioners, gained over many years. In this volume, Understanding education for the visually impaired, the focus falls on understanding visual impairment within the South African context, more specifically on what the education of these learners entails. In addition to the contribution to existing literature in the fields of inclusive education and visual impairment, the publication has practical application value for teachers and practitioners who work with and support such learners.

Copyright © 2020 Ronél Ferreira, Maximus M. Sefotho (Volume editor)

The literature and case studies used in this book are relevant and very educational. These confirmed that the problem is there and real. The authors displayed a clear
understanding and passion for the title of the book, as they provided a chronological summary of related works and critically engaged previous studies published in
the same field and added their voices. The background highlights the empirical foundations of research. The authors provided the readers with the relevant facts about the topic and the research site so that the readers understand how they link with the objectives of the study. The authors strengthen their arguments by providing both international and national debates about Inclusive Education Issues. In addition, the case studies referred to in the discussion would fully inform the readers of the content and intent of the actual problem. They presented the focus of the study and give the readers a sense of anticipation that the study is important. As an editor, I managed to identify the actual issues under investigation and the relationship between them. The study contributes to Inclusive Education issues, especially on visually impaired leaners, which is a topical issue in South Africa. Therefore, more studies like this one will help us understand this phenomenon better and help with policy formulation and implementation

Dr Manthekeleng A. Linake, Department of Education, Faculty of Education,
University of Fort Hare, East London, South Africa