Presented are guidelines for the development of elementary school programs to serve visually handicapped students in Indiana. The partially sighted child is defined and common hehavioral characteristics are listed. Recommended are adequate physical facilities, the use of low vision aids, and stressed is the importance of near vision for educational achievement. Outlined are five visual skills related to academic skills such as eye movement skill and eye teaming skill. Offered are questions to aid in the selection of suitable instructional materials. Stressed for curriculum planning is that sight utilization does not damage the eyes. Large type books for language arts and basic reading are listed with prices. Mathematics materials and texts are listed for primary and upper elementary levels. Also noted are suitable materials for history, social studies, and geography. Listed are high interest and low vocabulary textbooks for slow learners and/or educationally retarded in social studies, history, science, and philosophy and psychology. Typing instruction is recommended. Other subjects briefly covered are industrial arts, home economics, art, foreign languages, music, and physical educationl Instructions for borrowing large print texts are included as are a textbook and educational material request form, a list of suggested sources of equipment, a bibliography, a listing of national organizations, and a glossary of terms relating to the eye. (DB)