Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical…

Individuals with visual impairments (that is, those who are blind or have low vision) do not have the same opportunities to develop their knowledge of sexual health and participate in sex education as their sighted peers (Krupa & Esmail, 2010), although young adults with visual impairments participate in sexual activities at similar rates as their…

The authors explore the educational implications of research indicating that braille words and letters form a mutually beneficial partnership. Instructional applications are considered, and the authors suggest that practice in character recognition in word contexts will enhance reading skill. (Author/CL)

Bibliotherapy (use of books to help people deal with problems in their lives) can be very useful in helping blind people adjust to their loss. Criteria for material selection should address matters of reading preference, education and work history, prognosis, and nature of the adjustment problem. (CL)

Administrators of agencies serving the blind have the responsibility for their staffs serve multiply handicapped clients. Administrators set the tone of the agency. On a practical level, they can use personnel practices, staff development resources, and case management techniques to ensure implementation of sound, individualized service to…

The article develops two contrasting themes: (1) the prime importance of braille as the medium of literacy available to blind persons; and (2) the widely perceived deemphasis of braille instruction in the United States. Resolutions of the American Council of the Blind encouraging increased and improved braille instruction are summarized.…

The article describes a model for conceptualizing the psychology of adjustment to visual loss. The aim of the model is to establish definitions and guidelines within which techniques for working with the blind may be used. (Author)

In addition to discussing the program for teaching typewriting to blind students using the auditory mode, the article presents a sample lesson in print, along with typing rates achieved by earlier classes. (DLS)

Describes a project in which high school student volunteers designed art activities for blind children. Students incorporated the sensation of motion and texture into their designs for toys, puzzles, games, and story illustrations. (AM)

Ten guidelines are offered for providing art experiences for blind young children include adding sound, smell, or taste whenever possible. Suggested activities include making styrofoam-toothpick sculptures, box sculptures, tape and feather collages, torn paper collages, and fingerpaintings. (DB)

Four stages in the development of tactual perception are described (awareness of tactual quality, shape conception and recognition, graphic representation, and symbology systems). Educational applications for blind infants and children are given for each stage. (CL)

Suggestions and recommendations are made for using the Perkins-Binet Tests of Intelligence for the Blind for low vision and blind children. Suggestions cover such aspects as organization and preparation prior to administration and scoring. (CL)

The review examines six personal computer-based optical character recognition (OCR) systems designed for use by blind and visually impaired people. Considered are OCR components and terms, documentation, scanning and reading, command structure, conversion, unique features, accuracy of recognition, scanning time, speed, and cost. (DB)

A case study shows how the lack of administrative training can lead to career tragedy when a practitioner in a rehabilitation center for the blind becomes an administrator. The author recommends that agencies expand career development programs to remedy the situation. (Author)

Provides teachers with an understanding of how sighted children develop concepts about print and how blind children develop concepts about braille. Prereading activities designed to extend young children's concepts about print are adapted for blind children. (HTH)