Presented is the third article in a series describing the conceptualization, implementation, and results to date of the George Peabody College for Teachers' Model Center for Severely Handicapped, Multi-Impaired Children with Visual Impairment as a Primary Handicapping Condition. (Author/IM)

Responses of itinerant, resource room, and residential school teachers to a questionnaire regarding adaptive hand function of blind, visually-impaired, and visually/multiply-handicapped 2- to 19-year-olds (N=148) indicated that physiological integrity was not a sufficient condition for development of adaptive hand function, suggesting that manual…

Five articles focus on school-to-work transition issues from the perspectives of administrators, consultants, and parents of visually handicapped and multiply impaired/blind students. Programs described include community-based training, state-sponsored vocational training, one-day training seminars, and a job readiness clinic. (Author/CL)

An independent living curriculum builds skills in home management, money handling, on-and off-campus living, public transportation, and employment in secondary students at the Colorado School for the Deaf and Blind. (CL)

To insure the development of normal speech, the multiply handicapped blind infant or child needs oral/vocal sensory stimulation associated with communication experiences. (DB)

The programed instruction was validated with 40 multiply impaired blind children in nine facilities in a 16-week field test. The experimental group using the programed instructional materials demonstrated significant overall performance gains over a control group. (Author/DLS)

The article describes a training program which effectively taught a profoundly retarded and blind nine-year-old boy to use a walker. One year follow-up indicated maintenance of treatment gains. Ambulation training was correlated with a significant reduction in stereotypic behavior. (Author/DB)

Teachers and parents completed the Autism Behavior Checklist (ABC) for 17 congenitally blind children (ages 4 to 11). The modified format ABC completed by teachers detected three of four children with pervasive developmental disorder without any false positives. (Author/SW)

Comparison of residential rehabilitation outcomes of blind clients with (n=45) or without (n=67) previous psychiatric diagnosis found no intergroup differences after rehabilitation in skill, attitude, and overall adjustment. All clients improved significantly during rehabilitation. (DB)

This study assessed the possibility of guiding a person with blindness and intellectual disability during indoor travel with fewer auditory cues. Results indicated that infrequent presentation of the cues and the provision of extra cues in case of errors maintained high levels of independent moves, albeit of increased duration. (Author/CR)

This article describes an innovative action research project based at the University of Birmingham in the United Kingdom that involved the professional development of teachers and instruction using specially developed Moon tactile code materials to teach literacy to pupils who are blind and who have additional disabilities. (Contains references.)…

The 2007/2008 Parents of Children with Severe Special Needs Survey is conducted to obtain opinions from parents of children with severe special needs to assess their satisfaction with key areas of the education system. A random sample of 816 parents of children with severe special needs completed the survey. Severe special needs descriptions…