This article proposes the teaching of long cane mobility skills to blind preschool-age children. Traditional arguments against early cane use are refuted and possible advantages of early use identified. Strategies and techniques for cane introduction are specified. (DB)

Anxiety is defined, along with a contrasting definition of fear, and is discussed in terms of the blind student as a frequent concomitant of an instructional situation. (Author/SB)

This report describes the use of peer sampling procedures to develop individualized plans to familiarize an incoming visually impaired person to a university campus and community. Environmental specificity of the procedure is illustrated by application to two residences. (Author/DB)

The article offers suggestions to the resource or itinerant teacher who may be required because of limited finances in rural areas to become the first orientation and mobility instructor for young blind students. (CL)

The manual describes a curriculum in orientation and mobility developed as part of the Adjustment to Blindness Program of the Greater Pittsburgh Guild for the Blind. Objectives and learning experiences are listed for the following 10 units: use of sighted guides, basic indoor orientation and cane skills, residential sidewalk travel,…

A program for teaching orientation and mobility to New York City public school students with severe sensory and cognitive impairments incorporates tactile and tangible communication systems and embeds mobility education in students' daily school and home activities. This paper examines necessary prerequisite concepts and offers planning and…

Suggestions for curriculum development for educable mentally handicapped, visually handicapped students aged 13 to 18 years are presented. A discussion of communication skills includes the areas of listening, oral communication, reading, writing, and spelling and teaching methods for each. The goals of the computation skills sequence, basic…