A flexible, tolerant attitude that encourages experimentation and a little risk helps lower educational barriers for blind and sighted alike. (DS)

Describes aspects of mainstreaming a visually impaired three-year-old child into a Montessori preschool, discussing assessment of the child, sites available for enrollment, introduction into the site, Montessori teacher and special education teacher coordination, the child's adjustment, peer reactions, and teacher intervention. (RH)

The article claims that (1) categorical services are essential to fully help the blind and visually impaired population maintain what progress has been made; and (2) that the rehabilitation system cannot disregard the fact that the unique needs of the visually impaired require the services of specialized professionals. (Author/DB)

The seminar examined integration of blind children into regular primary schools in Argentina through defining the functions of the "integrating teacher" and the classroom teacher, specifying components of educational planning for the integrated blind child, and evaluating the importance of inter-institutional actions on integration. (DB)

The author examines integration of blind or visually impaired and other disabled children into society as a way of achieving a far-reaching goal--mainstreaming--whereby the differences inherent to each individual are taken for granted as part of the human variety underlying the various communities and groupings that compose society. (Author)

This article compares residential and day school programs for children with blindness, from the perspective of a special educator with 50 years' experience. The roles of mainstreaming and teacher education are also considered. Four specific suggestions are offered for strengthening cooperative efforts between residential and day programs. (JDD)

Chronicles the experiences and feelings of the authors, parents of a son who was blind from birth. It describes their encounters with the public educational system from kindergarten to college, concentrating on the boy's adolescent years, from middle school to college. Also discussed are mainstreaming, friendships, time management, contact with…

This article proposes that residential schools for children with visual impairments provide direct services to mainstreamed children, including occasional withdrawal to the residential school for instruction in specific skill areas unique to visual impairment including sports, computer training, tactile graphics, Braille music, and daily living…

This article offers a history of special California schools for children with blindness since the mid-1950s, from the perspective of a special educator. It points out that the two delivery systems of regular schools and special schools should not work in competition but in cooperation to develop the best education for meeting students' needs. (JDD)

Reviews Catholic school provisions for the education of blind and visually handicapped students and considers what more needs to be done to fully implement the Pastoral Statement of the Bishops on Handicapped People (1978). Suggests a vision consultant to coordinate services and provide staff development. (SJL)

Describes an education professor's efforts to equalize opportunities for a blind student teacher in her reading instruction class. The class was better for sighted students because of the blind student's presence and the modifications made to accommodate her lack of sight. Accommodation challenges are even greater for elementary teachers with…

This article considers the legacy of Samuel Gridley Howe and others such as Francis Campbell and Mary Caroline Greene who were committed to the education of individuals with blindness. The paper examines controversies over mainstreaming versus residential schooling and the need for emphasis on developing independence in individuals with blindness.…

Describes the programs of St. Lucy's Day School, which focuses on maintaining a special facility for children with visual impairments. Emphasizes early intervention, qualified teachers, mainstreaming, social support for family, pooling of resources from colleges and vendors in the community, and the use of advanced technology to improve education.…

These eighteen articles concern approaches for dealing with the handicapped student in vocational education. The first article addresses the diversity of teaching approaches. The others focus on (1) team teaching (and cooperation with other subject area teachers); (2) the SERVE (Special Education Rehabilitation Vocational Education) Center…