Students who are deaf-blind have absent, partial, or distorted vision and hearing. Deaf-blindness severely limits access to visual and auditory information that forms the basis for learning and communication and creates challenges for educational systems mandated to provide free and appropriate education in the least restrictive environment.…

Guidelines for rehabilitation counselors working with legally blind individuals focus on approaches to overcome mobility and communication barriers, socialization training, understanding social and self perceptions, rehabilitation assessment and planning, and techniques useful to field and facility counselors. (CL)

Reasons for the relative lack of literature dealing with spatial concepts of low-vision children are suggested, and two assumptions are seen as invalid: (1) that knowledge of spatial concepts is not important for persons with low vision and (2) that children with low vision have adequate knowledge of spatial concepts. (CL)

A model is proposed that organizes factors related to visual function into three dimensions: visual abilities, available resources and past experiences, and environmental cues. The model is explained to be useful in determining how to elicit visual behaviors or maximize visual function in persons with low vision. (Author/CL)

The challenges of after-dark travel for low vision children are examined in terms of physical effects of low light on normal and abnormal vision and consequences for low vision travel and orientation skills. Techniques for efficient vision use are suggested along with night travel aids and considerations in night driver vision. (CL)

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 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 author examines research on the reading skills of students with partial vision, noting the educationally handicapping consequences (including problems in rapidly implementing alternative scanning strategies), and suggesting implications for placement and instructional decisions. (CL)

The article provides information about the number and diversity of preschool children with handicaps requiring vision services, such as refractive errors and eye muscle imbalances, and describes a vision care system designed to ensure that these preschool children receive optimal vision care. (Author/CL)

The article suggests recommended student competencies for students using low vision devices at preschool, elementary, and secondary levels. It also presents an extensive bibliography on low vision aids for special educators. (DB)

This article considers bicycling as a means of transportation, not recreation, for individuals with low vision. Considered are evaluation of capabilities, watching for child cyclists, central and peripheral field loss, necessary equipment, potential problems, seasonal and weather considerations, night riding, route planning, basic visual skills…

This article suggests ways that families of children with visual impairments can promote the travel skills of their children. Topics covered include ways to share information during travel, involving children in travel, involving children with nondrivers, helping adolescents who will not drive gain increased independence, and supporting young…

The article proposes helping visually handicapped clients make optimal use of remaining vision for travel in unmodified environments. Structured discovery learning exercises covering pattern recognition, depth perception, central acuity, and central field vision with peripheral field loss are offered. (Author/DB)

Five considerations for determining the most appropriate learning medium for students with functional vision are: (1) working distance from the page; (2) portability of reading skills; (3) reading rates and accuracy; (4) visual fatigue; and (5) interpretation of assessment results. (Author/DB)

This article describes the physiological mechanisms involved in three-dimensional depth perception and presents a variety of distance and depth cues and strategies for detecting and estimating curbs and steps for individuals with impaired vision. (Author/DB)