This paper examines research and literature related to the education of Virginia students who are deaf or hearing impaired, blind or visually impaired, or multihandicapped. The paper discusses legal considerations such as least restrictive environment and other variables required to be considered when determining appropriate service delivery methods. For each type of disability, the paper examines historical trends in service delivery; current trends in service delivery, integration into public schools, residential programs, and curriculum; benefits of integrated programs and factors affecting successful programs; and benefits of residential programs. The paper concludes that the Virginia Board of Education has endorsed the concept of community-based education and recommended that multihandicapped students presently served in a separate residential facility be transitioned into the community. Local schools will be responsible for developing local options or sharing in the expense of residential services as deemed appropriate. The purpose of Virginia's two Schools for the Deaf and the Blind has been redefined to provide students with the necessary skills to function successfully in their home communities. (Approximately 80 references) (JDD)