Journal of Visual Impairment & Blindness

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. Aspects of sensory, cognitive and affective development are examined within this conceptual framework.

Thirty-three suburban elementary classroom teachers were surveyed to determine their attitudes toward their mainstreamed visually handicapped students. Teachers were asked about their knowledge of the handicapping condition, materials and instructional techniques, responsibility for the students, and supportive services. Those having previous contact with the visually impaired and those who had previous exposure to special education were slightly more positive in their attitudes toward the students. On the whole, little difference was found between groups. Most teachers thought the four areas investigated were important, but showed a lack of agreement over standards that the visually handicapped student should be required to meet in the regular classroom.

A description of a new educational and social recreation program designed to make blind people aware of the great variety of services and resources at hand which can improve quality of life and make more time available for recreation. There are classes on health and medical awareness, nutrition, safety, self-defense, first aid, legal information, communication, self-awareness, benefits, and leisure counseling.

An exploration of the impact of combining a vision specialist's abilities with those of a physical therapist when working with low functioning, preschool, visually and physically impaired children. Individually prescribed programs are cited to demonstrate the utility of a multidisciplinary approach. The authors view this article as an exploratory starting point for educators for further program development serving low incidence students.

The standards listed here are based on the standards issued by the American National Standards Institute and the General Services Administration of the U.S. Government, the two organizations responsible for Federal accessibility standards. The majority of the environmental modifications recommended by both organizations are for physically rather than visually handicapped persons. The standards presented below pertain directly to the blind and visually handicapped.