Administrators of agencies serving the blind have the responsibility for their staffs serve multiply handicapped clients. Administrators set the tone of the agency. On a practical level, they can use personnel practices, staff development resources, and case management techniques to ensure implementation of sound, individualized service to…

The article describes adaptive techniques used to evaluate and teach mobility to the physically handicapped blind individual, with emphasis on users of wheelchairs and walkers. The use of electronic travel aids is discussed, and a system is designed by the authors to mount the Mowat Sensor to a walker is described. (Author/CL)

This article suggests ways to use tactile teaching strategies with students who have severe and multiple disabilities including blindness. Guidelines address tactile modeling, tactile mutual attention, presenting tactile information, providing effective tactile representation, hypersensitivity to touch, and a team approach. (Contains references.)…

This paper offers guidelines to compare the characteristics observed in children with autism and blindness and those observed in children with blindness alone. It distinguishes between stereotypic behaviors (blindisms) in blind individuals and similar stereotypic behaviors of children with autism. A table presents typical behavior patterns of…

Two new techniques that were used with a group of seven blind, multiply handicapped young adults in a half-way house are described. Structured learning therapy is a social skills training technique and group assessment is a method of averaging psychological data on a group of clients to facilitate program planning based on client needs.…

Visual accents can create unique communication graphics to increase attending behavior necessary for learning symbol/referent relationships by students with severe vision loss. Accenting procedures use size, color, contrast, shape, and graphic pattern to enhance the probability that the learner will self-initiate attending to the visual symbol.…

This book is a guide to teaching orientation and mobility (O&M) skills to students with visual impairments in the public schools. The first chapter offers an overview of the nature and responsibilities of the orientation and mobility specialist and explains the fields legal underpinnings. Next comes a look at O&M in relation to the school year…

Three volumes contain the results of a projejct to develop an evaluation procedure and training program for young adults and adults with hearing impairments, visual impairments, or multiple handicaps. Four major components are included: (1) the National Independent Living Skills Screening Instrument, The National Independent Living Skills…

This booklet provides suggestions and techniques to promote and enhance the music education of British children who have visual impairments. The following issues are addressed: (1) recognizing early signs of interest; (2) choosing an instrument; (3) choosing a teacher; (4) getting started; (5) providing lessons; (6) practicing; (7) signs of…

This article shows that unexpected gains can happen when teachers develop aggressive, innovative, and adaptive orientation and mobility (O&M) programming for children who are low-functioning. A case study illustrates strategies for using an adaptive mobility device, squaring-up, stepping out, and charting progress. Challenges to a successful O&M…

This article describes the methods used to teach mobility skills to a young man severely disabled (blind and bilaterally hand amputated) by an explosion. Stressed are the assistive devices developed and the therapist's and student's feelings during the training course. (DB)

The report examines, from a cognitive developmental view, research on the teachable moment or critical learning period in handicapped infants. The author explains that developmental gaps are produced by a mismatch between the infant's readiness and opportunity to learn. Characteristics and educational implications of specific handicapping…

This guide is intended to assist school authorities in Alberta (Canada) to complete required Student Review Forms for students with severe disabilities. A Special Needs Profile form to determine eligibility for Severe Disabilities funding precedes information specific severe disability categories. These categories are: severe mental disability;…

Focus is on an assessment model that integrates process-oriented and eclectic approaches to cognitive, linguistic, motoric, and social assessment of this population. (Author/DLS)

Intended for either the general educator or the specialist, this text offers principles and teaching strategies for teaching students with visual impairments including both blind students and those with low vision. The book is organized into three sections: "Vision,""Learning," and "Testing and Transitions." The four chapters in the "Vision"…