This report describes the outcomes of a one-year federally funded pilot study of 14 students with low vision or blindness (grades 3-6) and 13 teachers. The study was designed to generate practical classroom assessment procedures for measuring "learned helplessness" and recommendations for a conceptual intervention model for use in the classroom. The students were enrolled in programs for students with visual impairments at the Arizona School for the Deaf and Blind or the Tucson Unified School District. The first section of the report describes learned helplessness and details the project's objectives and research methodology. Attached appendices discuss the results of five individual studies. Research findings include: (1) the Dweck Effort/Ability IAR Subscale may identify mastery oriented and learned helpless response patterns among students with visual impairments; (2) state school students with visual impairments had higher expectations of succeeding on different tasks; (3) the students tended to reduce persistence time on task after failure, but there were no significant differences among students in different placements; and (4) state school students consistently attributed their success on tasks to factors such as personal ability, while public school students saw ability and effort as equally important causes for their success. (Contains 60 references.) (CR)