An examination is made of the value of using published personality tests with young blind and partially sighted children. Based on data gathered during a longitudinal investigation into the educational and psychological development of a group of 120 visually impaired learners, the authors conclude that their own selection of a test instrument cannot be deemed to have been successful. A more up-to-date assessment procedure and one based on a better theoretical understanding of the personality structure of congenitally visually impaired children is considered necessary.
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