The Arizona Schools for the Deaf and the Blind have a multicultural population of students. Efforts to serve the needs of these students include instruction in English as a Second Language, the Spanish Club, the Native American Club, vocational programing such as the Work Education Program, and preparation for transition. (JDD)

The Texas School for the Blind and Visually Impaired provides outreach services for students with visual impairments throughout the state. Outreach services staff serve families and agencies by providing on-site consultation, workshop presentations, resource and referral, and technology loan services. (JDD)

Five individuals involved in literacy for blind and visually impaired young people respond to the position paper of the Council of Executives of American Residential Schools for the Visually Handicapped (EC 232 322). They are Evelyn Rex, Virginia Sowell, Alan Koenig, Elaine Mose Sveen, and Barbara Cheadle. (DB)

The results provide support for the argument of special educators who maintain that one of the main advantages to be gained by education within the regular school system is the opportunity to acquire more normal codes of behavior through association with normal children. Available from: Executive Officer, NZCER, Education House, 178-182 Willis…

Participant observation of 118 teachers and interviews with 21 teachers examined teacher pupil control ideology in a residential school for the hearing impaired. Among three hypotheses supported was that deaf teachers held and were perceived by colleagues as holding more custodial views than their hearing colleagues. (Author/DB)

The article begins with a brief overview of P.L. 94-142, (The Education For All Handicapped Children Act), legal principles used by courts and hearing examinors in decisions about day versus residential placement, reviews the use of the factual record in determination of appropriate placements, and presents conclusions from case law. (CL)

Assessed behavior problems in blind children (N=104) at a residential school. Teachers completed the Behavior Problem Checklist and results were compared with previous studies of deaf children. Results were more similar to those with hearing impaired children in the residential setting than to deaf children at home or nonhandicapped children.…

When determining the suitability of a residential school for a handicapped student, a school board should ask questions in six areas: academic program accreditation and approval, services offered (and their costs), documentation and planning of student progress, vacation periods, how the school works with parents, and staff-to-student ratios. (RW)

The author concludes that both public school and residential programs will continue to operate and that cooperation between them may increase thus creating a favorable climate for the provision of a continuum of appropriate educational services for visually impaired children. (Author)

The article reviews historical challenges met by the blindness field including the epidemics of retrolental fibroplasia and Rubella. It discusses internal developments in the field including the trend from braille class to resource room, changed standards of teacher preparation, future functions of residential schools, and disability-specific…

Residential staff (n=156) of state schools serving hearing-impaired children were surveyed concerning perceived staff training needs. Demographic information was also compiled on residential staff, and analysis determined seven correlations between demographic characteristics and selection of training topics, such as gender and sex education,…

Teachers of students with deafness (31 teachers following an oral approach and 93 following the Total Communication approach) were surveyed to examine work-related stress. The two groups did not differ in overall stress levels but did differ on two stress factors: institutional provision of technical and personnel assistance, and agreement with…

The directory provides information on programs offered, students served, and educational staff employed by U.S. and Canadian schools and classes for deaf children. The listing is alphabetical by state (or province) and lists residential and day schools, classes, and facilities for other handicaps. A tabular summary by program and student…

The 10 contributed papers are intended to clarify the major issues of sex education and deafness and offer realistic responses to the expressed needs of professionals serving the deaf. Papers have the following titles and authors: "Sex Education from the Deaf Perspective" (Robert Davila); "Sexuality and Deafness: An Overview" (Max Fitz-Gerald and…