Aspects of monitoring and evaluating programs for visually handicapped students are examined. The certification/accreditation program evaluation design is considered in terms of advantages and disadvantages. Roles of governmental (state and federal) and voluntary agencies are discussed. The functions of the National Accreditation Council of…

A two phase survey of the curricular needs of teachers of visually handicapped students was undertaken to develop a program evaluation instrument. First, 105 teachers reviewed and assessed evaluation instruments published by the National Study of School Evaluation. Then, teachers selected areas which should be included in programs for the visually…

Public Law 94-142 emphasizes the least restrictive environment and an individualized educational program (IEP) based on diagnosed needs for handicapped students. However, successful mainstreaming (regular class placement) of visually handicapped children involves many resources. Describes teacher role and what can be done in adjusting handicapped…

Five dissemination models that may ensure that research findings are translated into practice are described from the literature. Current research findings in seven areas (such as technology, curriculum, and early intervention) related to education for visually handicapped people are summarized, together with recommended dissemination procedures.…

The author summarizes points of agreement and unresolved issues of a workshop on confidentiality sponsored by the National Accreditation Council for Agencies Serving the Blind and Visually Handicapped. (GW)

Reviews the history of competency-based education for teachers of the visually impaired. Describes a University of Michigan project to develop a self-study manual for teachers and a list of validated competencies with suggested achievement indicators. (SK)

The three papers describe current projects in the field for the visually handicapped which are directed toward improvement of educational programs in both day and residential settings. The first paper (by F. Roberts) reviews the process employed for revising the standards for residential schools. Discussed in the second paper (by G. Scholl) is the…

To evaluate the Self-Study and Evaluation Guide for Residential Schools as an instrument for self-study which precedes the actual accreditation process, a staff reaction form was utilized in five schools for the blind. The reaction form consisted of information on the individual responding, his reaction to the total Guide, and his reaction to…

The guidelines are intended as a self evaluation and to improve K through 12 educational programs for visually handicapped students. Five options for the use of the guide (including as a self study instrument for a day school program following the intensive accreditation model but not applying for accreditation or as a supplement to the self study…

This article identifies the visually handicapped population, discusses their special educational needs, and considers the educational program in terms of their assessment, placement, individualized education programs, and needs for educational aids. (CB)

The project (1) reviewed the standards of the National Study of School Evaluation for residential schools for the visually handicapped, (2) identified additions appropriate to day programs for the visually handicapped, and (3) developed a guide to help school districts evaluate the effectiveness of their programs for the visually handicapped in…

Four papers address issues related to affective competencies needed by teachers of visually handicapped students. In "Role of the Home and Parent in Enhancing Self-Concept," T. Galloway, a parent, describes her experiences in coping with her multiply handicapped child's disabilities and in helping him to feel good about himself. C. Leonard…