This book presents a critical review of a five year research project which aimed at developing an empowering curriculum for visually impaired teenagers with learning difficulties. Based on a growing body of literature, four approaches were identified to support the educational practitioners to evolve into change agents who assume collective responsibility and ownership for the change process: the ideas of the learning organization, the social model of disability, McClelland's model of the iceberg, and making use of a discussion technique called intervision. Participatory action research, with...