The authors address the conditions of mainstreaming visually handicapped students in regular schools in Quebec. Types of schools for the visually impaired in Quebec are briefly described. Reported are findings from a study which evaluated different aspects of the mainstreaming of visually impaired students, including the perceptions of the…

The author describes a Swiss special school program for visually handicapped children, briefly comments on the concept of integration, and discusses current endeavors to make practical, appropriate integration work. Considerations for more comprehensive integrated programing are listed. (Author/SBH)

A special education workshop (Cleveland, Ohio, October 9-10, 1969) for integrating blind children with sighted children into ongoing physical education and recreation programs is described. Physical education and blind children from the viewpoint of opthalmology, social and psychological aspects of blindness as they relate to participation in…

Provided in the handbook for special teachers of elementary level visually handicapped students are guidelines for changing negative attitudes of school personnel, parents, and students to assure positive integration of visually handicapped children in the regular school setting. The handbook is said to have resulted from an institute that focused…

Public Law 94-142 emphasizes the least restrictive environment and an individualized educational program (IEP) based on diagnosed needs for handicapped students. However, successful mainstreaming (regular class placement) of visually handicapped children involves many resources. Describes teacher role and what can be done in adjusting handicapped…

The article focuses on the integration of the visually impaired and hearing impaired children in the normal preschool setting in Hong Kong. Included is a description of techniques which can be utilized in the activities of the preschool setting. (Author)

Lists suggestions for teachers to prepare them for teaching clerical skills to handicapped students. Specifically discusses teaching typewriting to students with missing fingers or arms and business skills to hearing and visually impaired students. Lists sources of additional information. (JOW)

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)

Rules and coaching suggestions are set forth for a game played blindfolded. (JD)

The article describes a program in Sweden in which visually handicapped students are integrated at a residential school's center of assessment, counseling, and training. (Author/CL)

The study investigated the extent to which 20 regular education teachers modified the mainstream learning environment for visually impaired children attending public day schools in British Columbia, Canada. Elementary teachers tried to make modifications to a greater extent than did secondary teachers, but both types of teachers made both…

This article clarifies literacy issues that affect the achievement and performance of students with severe visual impairments. The article discusses the nature of the braille code and offers suggestions and strategies for helping children with limited sight overcome difficulties and for making braille and print accessible for group activities.…

This guide provides information on serving students with visual impairments in the regular classroom setting. It discusses types of visual impairments, behaviors that may indicate visual problems, important classroom environment factors, optical aids, special educational needs, and suggestions for curriculum adaptations. (JDD)