Focuses on the educational experiences of Barbara Young, a high school dropout and visually handicapped adult learner, who obtained a General Educational Development diploma and enrolled at a community college, a state university, and finally at a graduate school for a Master's degree in counselor education and research. (DMM)

The interview with Beth Langley, an award winning teacher of students with profound visual and multiply handicapping conditions, examined her choice of special education as a career, her classroom management techniques, personal rewards she receives from teaching, and trends in special education she has observed. (DB)

This interview between Mark Laird, statewide employment specialist with Missouri Rehabilitation Services for the Blind, and Gil Johnson, director of American Foundation for the Blind West, describes an innovative rehabilitation model that forges relationships with businesses and has doubled the number of consumers with visual impairments who find…

In this collection of interviews, the outgrowth of a symposium held in San Francisco, California, in July, 1981, librarians, students, and users of library services for blind and physically handicapped individuals express their thoughts and feelings about their experiences and about the attitudes they have encountered. Handicapped library users…

The interview with G. N. Getman, a developmental optometrist specializing in learning problems and disabilities, focuses on vision's impact on learning, the role of the vision specialist in the remediation of learning problems and disabilities, early screening programs, and visual training programs. (DLS)

This reprint of a 1985 interview with Natalie Barraga, a leader and researcher in visual impairment, is prefaced by personal comments of the interviewer and also includes comments by Dr. Barraga in 2003. These comments address trends in personnel preparation, proposed changes in the Individuals with Disabilities Education Act, early intervention…

Visually-impaired gifted students are at risk for not being identified as gifted. Relevant identification, placement, and curriculum problems are reviewed and excerpts from interviews with two visually-impaired gifted students illustrate their unique needs (e.g., the effects of multiple labels, counseling needs, and the need to feel equal to…