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)

Thirty-nine students in classes for deaf-blind children were assessed using the Behavior Rating Instrument for Autistic and Other Atypical Children (BRIAAC). Each child was observed for two hours and was rated on the eight BRIAAC scales. The Behavior Rating Instrument evaluated the child's motivation as it emerged in daily context. (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 Oak Hill School Model was developed to secure the best plan for educating, training, and developing a life program for the multihandicapped person. The handicapped individual's full potential is developed in the least restrictive environment. The group home program teaches self-help skills and is an alternative to the institution. (JN)

Since each disabled student must be considered individually, planning and implementing a realistic individualized education program while meeting the mandates of the law will always be difficult. The primary objective of educational diagnosis should be to determine the child's present level of functioning. (JN)