The article explores the effects of mainstreaming four visually handicapped preschool children in a sighted preschool. The need for extensive preparation is stressed as vital to the success of a mainstreaming program. (PHR)

A two phase survey of the curricular needs of teachers of visually handicapped students was undertaken to develop a program evaluation instrument. First, 105 teachers reviewed and assessed evaluation instruments published by the National Study of School Evaluation. Then, teachers selected areas which should be included in programs for the visually…

According to the results, a hierarchy of motor performance exists among older children: Sighted 12 to 14 year olds performed best, followed by the totally blind, blindfolded legally blind, and finally, sighted blindfolded children. (Author)

The effects of age, grade placement, visual acuity, sex, arithmetic, and reading achievement were investigated on the integration of 61 visually handicapped children (8 to 22 years old). (CL)

Data were collected regarding the work performed by houseparents in residential schools for the visually/multiply handicapped. Of the 519 usable critical incidents reported, the most frequently reported group was health care activities followed by discipline tasks. (CL)

The study tested the premise that peer interaction is an expected outcome of mainstreaming, using the Interaction Observation Schedule for systematic observation and recording of the interactions of 22 mainstreamed visually impaired students and their nonhandicapped classmates. (Author)

The article discusses the use of the Sonicguide (a binaural sensory mobility aid) in conjunction with a guide dog, and reports on a study of one blind student who was trained to use both techniques together. (Author/DLS)

In two related experiments on recognition--on touch and audition--accuracy rates were obtained from 14 congenitally blind adults and compared with those for normally sighted Ss. (Author/SBH)

Results of four experiments with 81 blind children and adults (ages 14 and over) comparing Standard English Grade 2 Braille with three reduced codes and one expanded code (in relation to speed, retention of the basic seven-line structure, no increase in bulk of braille publications, and ease of learning) show that a change in the code is possible.…

The report analyzes data collected by the American Printing House for the Blind from residential and nonresidential schools regarding trends in school enrollment and reading methods among legally blind school children. (CL)

The reliability and validity of the Durrell Listening-Reading Series (DLRS) were investigated with 71 intermediate students in residential schools for the blind. Ss were tested according to their primary mode of learning (large print or braille). A comparison of DRLS scores with scores of the Stanford Achievement Test demonstrated external…

While no significant differences for this group were determined as a function of grade level or visual loss, a significant interaction effect between these variables did occur. A further analysis showed a significant increase in self-concept scores for the low vision S as a function of grade level placement. (Author)

The effect of auditory interference on the processing of haptic information by 61 visually impaired students (8 to 20 years old) was the focus of the research described in this article. It was assumed that as the auditory interference approximated the verbalized activity of the haptic task, accuracy of recall would decline. (Author)

The data indicated that achievement scores for students enrolled in residential schools were higher for the fourth-, fifth-, and sixth-grade levels than those of students enrolled in regular day schools. (Author/PHR)

A pilot study was conducted to provide a preliminary assessment of the validity and usefulness of the Wide Range Achievement Test (WRAT) as a teacher aid for individualized educational program (IEP) development and educational programing for 21 visually handicapped students (9 to 15 years old). (Author/SBH)