Precollege and college students come from a variety of ethnic and racial backgrounds. For some, English is not their first language. Also represented in most classes are students with a diversity of ages and learning styles, including visual and auditory. In addition, increasing numbers of students with disabilities are included in regular…

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)

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)

This curriculum is designed to help blind individuals read music via the Optacon, an electronic device that converts printed figures into vibrating tactile sensations. The curriculum is intended to teach the learner to track and scan musical scores with the Optacon, tactually recognize and discriminate various notational signs found in printed…

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)

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)

Describes an art project that involved blind secondary students in producing a large piece of sculpture for the terrace of their school. (RM)

The use of fingermath, a form of arithmetic computation with the fingers, is compared to use of the abacus in helping visually impaired and blind students develop mathematic concepts. Fingermath is explained to be more concrete, simple, and accessible. (CL)

Rules and coaching suggestions are set forth for a game played blindfolded. (JD)

Blind adults with language deficiencies often can learn enough braille to be able to use it for self-communication. Although the manuals of instruction commonly available are not adequate for everyone, individualized plans for teaching braille can be adapted to meet specific needs. Such plans should have a strong readiness program to teach proper…

Presents a laboratory experiment intended for blind students that can be used to demonstrate acid-base reactions, carbonate reactions, or endothermic reactions. Includes both instructor information and a student activity sheet. (YDS)

Discusses teaching methods and instructional aids developed to integrate blind students into a private class for elementary-school-aged piano students. Instructional aids incorporate auditory and tactile stimuli to teach music notation skills. Commercial games, like Bingo, were modified with Braille symbols to teach rhythm concepts. (AM)

Educational case studies of three multiply handicapped blind children (five to ten years old) are presented in a discussion of visual stimulation approaches. Objectives of activities such as coupling a light with a sound-producing object are described. (CL)

Describes how to teach a visually-oriented biology lecture and laboratory course to blind students. Using several techniques in the laboratory enabled a student to have a meaningful laboratory experience. (SAH)