A review of research on the ways blind children develop and mediate the environment focuses on questions of comparative studies of blind and normal children's development and on issues in blind children's unique development. Three stages of mediation are noted (access, exploration, and interpretation). (CL)

The notion of mediating the environment is examined and related to the unique developmental mode of young blind children. Emphasis is placed on the use of systematic conceptualization of development and mediation in relation to each other. Stages of mediation are identified, and three types of mediation are presented and illustrated. (Author/CL)

This article addresses the unique assessment needs of young blind children and discourages dependence on standardized tests for this population. Principles of one assessment approach (involving observation; clinical examination of mobility, language, play, socioemotional development, and academic skills; and interviews with mother and social…

The article reports pilot and experimental studies using group structures to teach six blind young adults the use of social negotiation skills and to increase their self confidence. It was concluded that the procedure was largely successful and 10 recommendations, such as the use of individual counseling in addition to group work, are listed. (PHR)

This study examined how 21 blind children (ages 3-8) performed perspective-taking tasks compared to 60 sighted children with and without blindfolds, under different conditions of distance and barriers. Results showed that, with increasing age, young blind children did not exhibit a significant increase in accurate perspective taking. (JDD)

Two cases are reported to illustrate the ways in which standardized tests fail blind children. Other assessment devices are recommended to allow a child to demonstrate how he or she makes sense of the world, such as observational techniques, interviews, structured teaching, exploration, and play. (Author/JDD)

This article draws out features and issues characterizing two projects, dealing with the establishment of a handbook for parents of blind children, and likely to be important to nonspecialist educators. (SK)

This article examines special problems in assessing young blind children resulting from their great heterogeneity. Case studies are offered to illustrate the irresponsibility of applying standardized tests developed for sighted populations to blind children who have very different experiential backgrounds. Positive principles for assessment of the…