An examination of "blindisms" (self-stimulatory behaviors) in four school-age blind children in Nigeria and England considers how these behaviors develop, how they can be reduced, and the cultural differences in the two countries which may contribute to the development of blindisms. (Author/CL)

Six constraints on equal opportunity for visually impaired persons to access microcomputers include abscence of (1) standard computer braille code, (2) a standard system for the audio encoding of braille, (3) a means for accessing unique disk-operating system copy-protected programs, (4) reasonably priced equipment, (5) an interactive tactile…

Ten stages of developing reading machines for blind people are analyzed: handling of text material; optics; electro-optics; pattern recognition; character recognition; storage; speech synthesizers; browsing and place finding; computer indexing; and other sources of input. Cost considerations of the final product are emphasized. (CL)

Teachers of students with visual impairments share teaching ideas, including a high school student's quilting project (the quilt included raised Braille alphabet letters); development of a ball-tipped cane for travel on nonpaved surfaces, grocery shopping by students for a local food bank, and development of an in-school television news program.…

Teachers need to watch for hidden visual problems which may affect their students' learning. The article discusses vision and learning, visual efficiency problems, and treatment; it describes conditions and symptoms of visual processing and efficiency disorders. (SM)

Implementation of recommendations of a position paper on training Orientation Mobility (OM) assistants is considered with suggestions concerning the roles of the OM specialist and OM assistant, specific skill areas for training, the role of the agency or school, and a preparation program for the mobility assistant leading to certification. (DB)

Offers guidelines for systematically planning and teaching visual efficiency to students with low vision, then outlines specific skills that are needed for orientation and mobility, and suggests games and activities that will promote visual efficiency. (DB)

The mission of the Cornell StatsRRTC is to bridge the divide between the sources of disability data and the users of disability statistics. One product of this effort is a set of "User Guides" to national survey data that collect information on the disability population. The purpose of each of the "User Guides" is to provide…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Video visual aids are Closed Circuit TV systems (CCTV's) which magnify print and enlarge it electronically upon a screen so partially sighted persons with some residual vision can read and write normal size print. These devices are in use around the world in homes, schools, industries and libraries,…

The paper analyses issues in the hearing assessment of multihandicapped deaf-blind children. The experiences of the authors as consultants to centers for deaf-blind children are briefly noted. Advantages and disadvantages are considered for two basic approaches to hearing assessment: the electrophysiologic in which electricity from neural…

Assessment of visually impaired students is traced historically, and current practices in visual functioning, movement and spatial awareness, cognition, tactile performance, and emotional/social development are noted. Federal requirements for assessment are discussed and recommended assessment practices for six major assessment domains are listed.…

Lists associations and other resources that provide materials and services for the visually impaired. (HOD)

A matrix organizes skills into a curriculum for independence and includes the following components: travel, reading, writing, speaking, recreation, and planning; and resources, problem solving, self-advocacy, and social skills. The use of the matrix in promoting the independence of a visually handicapped learner is described. (CL)

The paper discusses the need for research-based assessment and curriculum for early intervention with visually impaired infants, pointing out research findings from various disciplines relating to brain damage, intervention, drug therapy, visual assessment, neurodevelopmental facilitation techniques, and sensory development. (CL)

The characteristics of vision and hearing losses are discussed, and assessment and instructional implications for teachers are noted. Guidelines are offered for such instructional concerns as hearing and use, lighting, and training in mobility and orientation. (CL)