A program director at an Ontario school for the blind discusses the phenomenon of giftedness in blind students. A section on identification addresses factors involved in IQ measurement, language, creative and productive thinking, high capacity for seeing diverse relationships, goal oriented behavior, sensitivity to expectations and feelings of others, social competencies, and motor performance. Five general programing suggestions are offered, including treating the children as much as possible the same as their peers, challenging them through enrichment and appropriate placement, and providing opportunities for developing well-rounded personalities and self-concepts. The following curriculum essentials are noted: (1) need for cognitive development, (2) need for psychomotor development, (3) need for affective development, and (4) placement and program delivery. (CL)