Traditional procedures for assessing and stimulating residual vision are often ineffective with deaf-blind and severely handicapped children. Common eye disorders, visual assessment procedures, and vision stimulation components are described. (JN)

One of the most difficult problems confronting the education of the deaf is defining what is meant by the term multihandicapped deaf. Multihandicapped deaf have been sorted into three groups--mild, moderate, and severe--which educators must use for the effective development of educational programs and services. (JN)

One approach that has proved to be effective in providing prevocational training to the deaf-blind and severely handicapped is the continuum concept. This concept emphasizes the individual's movement from the educational setting into an appropriate community-based vocational environment. (JN)

The determination of what is considered to be the least restrictive environment for the deaf-blind severely handicapped child should not be based solely on the child's learning needs. The individual needs of each child should be the main but not the only consideration. (JN)