The author asserts that blind women are subject to prejudice and stigmatization because they are disabled and because they are women. The author describes the complexities of the rehabilitation process, especially in relation to blind women, and suggests what rehabilitation workers and blind women themselves can do to improve the situation.…

Individual differences in adjusting to or coping with blindness appear related to the presence or absence of certain irrational belief statements about this disability. Mythology regarding blind people is discussed and methods by which individuals can rid themselves of or be helped to eliminate these irrational beliefs are described. (Author)

Ten "myths" about the Unified Braille Code (UBC) are debunked in this article. Myths address the official adoption of UBC, changes in literary Braille, input from users in determining the UBC's final form, the UBC and technical uses, the UBC and computer Braille translation, and continued availability of materials in current codes. (DB)

The author holds the art of teaching blind people how to perform without sight among the highest callings which a human being may answer with his life. If at any time, through the authors own infirmity, or to fill a power vacuum, the day comes when he must become a mere executive, supervisor or administrator, he will remember that, no matter how…

Discusses the Children's Braille Book-of-the-Month Club, a project of the National Braille Press, Inc., of Boston, Massachusetts. Provides membership information. (FL)

Discusses some common issues which face all states in determining the extent and style of library services for blind and physically handicapped individuals. (Author/LLS)

The increasing importance of braille to enable blind individuals to reach their full potential in vocational situations is stressed. Improvements in the production of braille are traced and two methods of braille printing are explained. (PHR)

Erik Weinhenmayer, the first blind man to reach the summit of Mount Everest, shares what he has learned about teamwork, leadership, and overcoming limitations. (GCP)

This is my daughter's story, although the voice is mine. Heather is an adult whose life is complicated by congenital blindness, cognitive impairment, epilepsy, and expressive aphasia. Typically, communication between Heather and others is a two-way challenge: At each step, everyone involved must perceive, interpret, and confirm understanding. An…

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

This brief article uses a weaving metaphor to address the relationship between braille and reading, with prior knowledge (the warp threads) interacting with reading content (the weft threads) by means of braille (the shuttle). Reading is seen to be an interactive process between reader, text, and the context of the reading situation. (DB)

This paper argues that the handicapping effects of blindness on children are specific to certain educational and social contexts, with the most substantive difficulties resulting from lack of convergent and complementary information through various sensory channels and the depressed speed of information processing. (Author/DB)

The writer, a rehabilitation teacher, describes her visit and volunteer work with the Canadian National Institute for the Blind in Canada's Northwest Territories. She describes the area's geography, people, and her experiences including learning to drive on the gravel highway and her rehabilitation teaching subjects. Closing reflections focus on…

A series of studies on tangible pictures and their application to blind persons are reviewed and possible explanations for the suggestion of depth offered by outline drawings are discussed. Findings from ancient cave and rock art, together with drawings made by blind children and adults suggest that outline drawings contain some elements that are…

The history of residental programs for the blind is reviewed, and the impact of the deinstitutionalization thrust on those schools is examined. The author asserts that residential schools must re-orient themselves to serving multiply handicapped students. (CL)