The Life Adjustment Program (LAP) of the Model Secondry School for the Deaf, Washington, DC, is a self-contained unit providing vocational and life skills training for multiply handicapped hearing impaired students. (SEW)

Based on a paper presented at the International Council for Exceptional Children in 1978, the article discusses the effects on residential school students of competency-based training programs for teachers of the visually handicapped. (Author/DLS)

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)

Discusses the results of interviews with 23 teenagers with deafness, which examined their preference for residential or mainstreamed schools. Findings indicate the students supported a mixed placement pattern because it gave them a well-rounded education and knowledge of both deaf and hearing environments, and satisfied their developmental needs.…

The 1987 survey of 57 residential schools for the deaf found that the varying state interpretations of Least Restrictive Environment under Public Law 94-142 are a major determining factor in the role played by the residential school. Survey results were compared to a similar 1977 survey. (DB)

Children with hearing impairments in three types of placements were evaluated three to four years after enrollment to determine whether changes had occurred in performance intelligence quotients. Results demonstrated significant gains for commuters and residents attending a residential school, in contrast to no change for children attending a…

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)

The Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education (DSE), per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report…

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)

The article describes the history of educational programs for deaf children, predicts that deaf education will become more closely aligned with general education, notes shifts in student placement from residential to public mainstreamed settings, and describes several Gallaudet University programs involved in research, training, and outreach to…

Sections address the ascertainment of handicap, estimates of the need, statutory provisions, the National Education Commission's influence, the special residential school program, the integrated program, post school provision, and teacher training. (SBH)

Analysis of survey responses from 33 residential schools for the blind found that 45% of students were classified as without other disabilities, 39% of graduates went on to college, 49% were in grade 8 or lower, over 30% of students were day students, and most schools provide mainstreaming opportunities (particularly during high school). (DB)

Comparison of hearing (n=222) and deaf (n=217) young adults on employment, independent living, and social experience outcomes found that the hearing group was generally more successful than deaf persons from mainstream or residential schools. Gender differences did not uniformly favor men. Suggestions for improving transition programs for the deaf…