Examines the areas of visual and physical efficiency that are important to reading and writing braille or large print and conditions and modifications that may be used to make the selected media effective for individuals who have both visual and physical impairments. (Author/DB)

Describes the activities of a Florida workshop designed to inform local service providers of the National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities, and to motivate them to design strategies to meet the eight goals of the National Agenda. (CR)

A 9-year-old with multiple disabilities and visual impairments was the focus of a 10-week developmental therapeutic riding program incorporating hippotherapy. The program has led to increased mobility, an increase in visual attention span and fixation time, signs of greater verbal communication, and the acquisition of new functional signs.…

A survey was developed and administered to local education agency directors of special education regarding the future role of state schools for students with sensory impairments. Questions touched upon resources/curriculum, supervision, evaluation, satellite programs, and non-typical deaf and visually handicapped students. Regarding schools for…

The annotated bibliography presents 73 citations designed to help teachers and employers better understand the needs and career aspirations of handicapped school leavers in Australia. Entries include author, title, source, date, and pagination information for the following topic areas: policy and objectives; programs and practices for physically,…

This guide is intended to help industrial education teachers and administrators to "mainstream" handicapped students into regular industrial education classes. The booklet introduces the concept of mainstreaming, relates it to industrial education, and defines various handicapping conditions, such as physical handicaps, visual and hearing…

Described is a home teaching program at the Boston Center for Blind Children which provides assistance to families of children (0- to 3-years-old) who have visual impairments, often accompanied by severe developmental disorders such as seizures and psychomotor ratardation. It is noted that during home sessions the teacher instruct the child,…

Presented is a procedure for design and implementation of a teaching system involving individual educational plans for multiply handicapped visually impaired children. (IM)

Vision assessment in multiply impaired children (ages 3-19, n=50) was studied by evaluating questionnaires completed by the psychological services responsible for determining their educational requirements. Relatively few conducted assessments of visual functioning but chose instead to determine level of visual impairment from medical,…

In a single-subject design with replication across Ss, teacher prompts were used in an attempt to increase the rate of social behavior of three severely and profoundly retarded adolescents who were legally blind. Training took place in the classroom on successive school days with the teacher prompting each S to engage in positive social…

This article reviews eight resources for working with infants, toddlers, and young children who are blind or visually impaired. Resources include a guide on early intervention with young children with multiple disabilities, a manual on developmental guidelines for infants with visual impairments, a video on early concept development, and Web…

Results are presented of a national survey of teachers (n=134) of visually handicapped students on service delivery to severely multiply handicapped students. Significant correlations were found between teachers' perception of adequacy of preparation and their level of degree and additional certification. Results indicate a need for better…

The relationship between stereotypy and the instructional environment of 3 children, ages 9-13, with severe mental retardation and dual sensory impairments was examined. Reductions in stereotypy were associated with staff-resident interaction and the presence of certified teaching staff; the children responded differently to various types of…

This article maintains that educators of students with visual impairments, especially those with additional problems served in residential schools, need to give priority to habilitation, to identify habilitation needs in the individualized education program, and to implement strategies to meet these needs. (DB)

Service providers (n=48 and representing 30 states) for preschool visually impaired children responded to a questionnaire evaluating the number of visually impaired children, source of referral for services, age at referral, visual diagnoses, common additional handicaps, kinds of service delivery models employed, types of teacher certification,…