This study of 12 individuals with blindness or low vision extended earlier studies by Morton Heller concerning speed and accuracy of reading noncanonical (tilted) braille text. Results were similar for Heller's original character set (B-J), but the effect of orientation was reduced with other letters and whole words, especially for experienced…

Comparison of 2 totally blind, 2 visually impaired, and 9 normally sighted children (ages 5-8) on tasks of visual perspective taking found that the totally blind children were older than the other children when they mastered the tasks, made the highest percentage of errors before mastery, and made different errors. (Author/DB)

This article reports on a study of the spatial mapping skills of two totally blind, two visually impaired, and eight normally sighted children. Children were asked to point to familiar locations in and around their homes. Results suggest that blindness interferes with the development of spatial knowledge in which Euclidean directions between…

Statistical analyses of scores on subtests of the Intelligence Test for Visually Impaired Children were done for two groups of children, either with or without usable vision. Results suggest that the battery has differential factorial and predictive validity. (Author/DB)

Eighty-eight children (either totally blind or with residual vision) estimated directions between landmarks in a large scale layout of objects. Children experienced the layout either directly by walking around it or indirectly by examining a tactile map. Use of tactile maps considerably facilitated the performance of the blind children. (Author/DB)

Sighted (n=37), partially sighted (n=20), and blind (n=17) participants answered questions about their expression and interpretation of verbal and nonverbal cues during telephone conversations, face-to-face encounters, and dating. The groups used an equal number of cues. Results have implications for developing specific communication skills of…

This study investigated the mastery-oriented and learned-helplessness response patterns of children (n=13) with visual impairments in grades 3 to 6 who were divided into two groups, low vision children who were visual learners and nonvisual learners. Subjects were given the Intellectual Achievement Responsibility Questionnaire. No significant…

Parents (n=52) of blind and partially sighted infants and preschoolers were surveyed concerning the frequency of occurrence and stability of the children's stereotyped behaviors. Stereotyped behaviors frequently observed in blind children proved to be stable, whereas other stereotyped behaviors were less stable. Age of child and frequency of…

Analysis of scores of 118 visually impaired children on the Wechsler Intelligence Scale for Children (Revised) and the Wechsler Preschool and Primary Scales of Intelligence (Revised) found a consistent response pattern suggesting that the verbal as well as the performance tests provide useful assessment information. (Author/DB)

Analysis of interviews and time-diary protocols with 48 students (16 blind, 16 low-vision, and 16 sighted), ages 15-21, and their parents focused on four lifestyle areas: academic involvement and performance, daily living and personal care activities, recreation and leisure activities, and work and vocational experiences. Similarities and…

Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this…