The article describes programs for the hearing impaired, visually impaired, mentally retarded, behavior disordered, orthopedically handicapped, speech handicapped, and learning disabled in which the arts have been used to enhance cognitive growth. (SBH)

Based on a paper presented at the International Council for Exceptional Children in 1978, the article discusses the effects on residential school students of competency-based training programs for teachers of the visually handicapped. (Author/DLS)

The article discusses the Sonicguide, and electronic mobility device for the blind, and makes some suggestions for its introduction to young children and for its use as an aid in the development of spatial concepts. (Author/DLS)

The Pitch, Loudness, Rhythm, Time, and Tonal Memory subtests of the Seashore Measures of Musical Talents were administered to 31 learning disabled (LD) children (10-15 years old) in order to formulate their musical profiles. (Author/BD)

The paper argues the position that, given different sensory equipment, and therefore a different data base, the congenitally blind child necessarily develops and organizes his perceptions of the world in an intrinsically different way from the sighted. (Author)

Described is the Vocational Rehabilitation Field Services Program within the Virginia Commission for the Visually Handicapped, which incorporates orientation and mobility for the blind and competitive vocational placement. (Author/IM)

The Tactile Test of Basic Concepts (TTBC), a tactile analog to the Boehm Test of Basic Concepts (BTBC), was field tested with 75 blind students (kindergarten to grade 2) and the scores compared with those of sighted Ss used in the standardization sample for the BTBC. (Author/IM)

Analysis of recent literature covering visual experiments with infants and young children documented a progression of visual functions in early development. (Author)

Intended for rehabilitation teachers, the article explains the importance of the first meeting with a visually handicapped student and discusses how to use activities of daily living skills as a means of evaluating the student. (Author/IM)

Describes a university level laboratory science course designed for visually handicapped students. (SL)

Described are the most common eye conditions that can cause low vision and the kinds of services required by low vision persons. (Author)

In a 20-lesson unit, sighted second-to fourth-grade students were taught about the long cane, guide dogs, daily living skills, eye physiology, causes of blindness, eye care, braille, and attitudes toward blindness. (CL)