Journal of Visual Impairment & Blindness

This article describes the feelings and fantasies expressed in and through art by multiply handicapped, visually impaired children. Issues dealt with include the intensity of the children's need for freedom of movement and expression; their wishes, fears, and anger about such themes as injury, rivalry, uniqueness, and blindness. Some conditions which facilitate such affective expression are also noted.

Two groups of braille and one group of large print readers were given two-week workshops to allow them to develop rapid reading skills. All three groups significantly increased their reading rates on both formal and informal tests; there was no corresponding loss in comprehension as measured by the formal test. Younger subjects appeared to make the greatest gains. All three groups more than doubled their informal reading rates, while their formal reading rates increased from 30 to 50 percent.

Reports the results of a three-year funded project to integrate aging visually handicapped persons into community senior programs in three neighborhoods in New York City. Describes the project's structure, how groups are organized, site selection, the orientation of host center staff and members, activities, and transportation. A special program in an area nursing home is also described.

Blind persons entering a rehabilitation center have a variety of unexpressed or unacknowledged expectations. They may, for example, view it as a source of blind skills and adjustment training, an extended family, the Land of Oz, a place of blind certification, a sanctuary, a crystal ball, a hospital, a resort, a purgatory, or an optical and electronic aids supermarket. While expectations and needs may change during the course of rehabilitation, it is suggested that therapists nevertheless be especially sensitive to their patients’ expressed desires and deal with them in a constructive manner within the program's resources. It is recommended that centers consider broadening the scope of activities within the limits of their philosophy and capabilities so that their efforts will fulfill more realistic and positive expectations and therefore produce a greater degree of patient satisfaction.

A workable diabetic program has been developed over the past three years in response to individual needs of blind diabetic clients at the Minneapolis Society for the Blind's Rehabilitation Center. Among the components of this program are ongoing cooperation with local diabetes groups, the services of a nurse-consultant, the use of a diabetic profile sheet, development of housing and medical resources and of teaching kits for insulin measurement and urine testing, and specific program accommodations for the diabetic. Special stress is placed on the idea of diabetes as a primary speciality, along with blindness, with commensurate education of staff in the area of diabetes. Accommodation to each diabetic as a separate and unique individual with separate and unique symptoms, control measures, and needs is seen as a critical necessity.

A short program to improve attitudes toward blind persons and to correct misinformation was designed and presented to 13 Lions and Rotary Clubs. A role-playing demonstration (fully described) with blindfolded members of the audience was followed by a discussion period. Through the administration of a questionnaire before the program and one to two months after, it was found that significant improvements occurred in those attitudes in which blind people are viewed as helpless, inferior, and dependent. Improvements in the participants’ knowledge about blind people did not occur to the extent expected.

A high rate of unemployment among Vietnam veterans prompted an investigation into their use of available job resources and training in job-seeking skills. Response to a questionnaire submitted to these veterans revealed that few were utilizing available resources and that training was needed in resumé preparation, job-seeking procedures, and interview techniques. The need was established for further research into the problems of the blind veteran and the necessity of establishing training courses to bridge the gap between rehabilitation and attainment of employment.

The introduction in the early 1960's of the Cranmer abacus as a computational aid for blind persons caused a “mathematical explosion” in the mathematics curriculum for blind children. A number of studies are cited to show that the abacus has a positive effect on the development of arithmetic skills and that its use in residential schools is now very widespread. Blind children enrolled in public schools are very often still using other devices, although the abacus is gaining in popularity.

The author uses the case history of David K., a 65-year-old blind man who came to the Center for Independent Living from a state psychiatric hospital, to illustrate the problem of blind persons confined to mental institutions merely because they have not been taught the skills for living in a sighted world and because no one is concerned enough to get them out of the hospitals and into rehabilitation programs. She also points out that it costs the government considerably less to pay for rehabilitation than to hospitalize someone for a period of years.

In a pilot study made to determine the feasibility of programmed instruction in orientation and mobility with teachers of multiply impaired blind children, a scale was developed to identify skills needed for the development of a systematic program of instruction. Programmatic instruction was developed for each identified skill and field-tested by five teachers of multiply impaired blind children during a 15-week period. Results showing significant gains in performance scores for a group of six multiply impaired blind children led to the conclusion that programmed instruction in orientation and mobility was of value. A need for further research was indicated.

A report of significant new additions to the Migel Memorial Library of the American Foundation for the Blind, prepared by Elaine Siegel, librarian.