The author describes specific classroom activities and materials that can be used with visually impaired, multihandicapped children who can function in a group. Objectives, procedures, materials, and possible modifications are listed for activities involving colors, shapes, and gross motor development. (Author/CL)

Twelve integration techniques, such as tracing shapes on paper, are described and suggestions for five activities (including materials needed, activity directions, implications, positioning, cautions, and adaptations) are provided. (For related material, see EJ 216 140 and EJ 216 239.) (PHR)

Techniques for evaluating the multiply impaired child's functional level of vision are described and a sequence of visual stimulation instruction for children with visual impairments is presented. (PHR)

Cortical blindness is defined and its diagnosis is explained. Guidelines and sample activities are presented for use in a cognitive/visual/multi-sensory stimulation program to produce progress in cortically blind infants. The importance of using the eyes from birth through early development in order to form the nerve pathways responsible for…

The limitation of stimuli which occurs in visually impaired children can be partially ameliorated by strengthening other sense modalities. (JH)

Seven visually handicapped adolescents, literate in braille but with little or no visual reading experience, were trained in letter and word recognition by closed circuit television for two weeks. All subjects increased their visual reading speed; in some cases, visual reading speed surpassed that of braille. (SJL)

The article offers a contextual and functional approach to the development of visual skills in students with concomitant visual and multiple disabilities. A decision-making strategy is provided to aid the vision specialist in maximizing effective intervention. A case study illustrates the decision-making steps. (Author/DB)

The development of visual perception skills in children with partial vision as well as developmental disabilities is considered. A model of visual learning is offered which incorporates the role of visual experience, movement, and visual learning. Specific teaching suggestions for developing visual attention and visual search skills are offered.…

The document consists of six issues of the "PRISE (Pennsylvania Resources and Information Center for Special Education) Reporter" which cover issues and happenings in the education of the mentally retarded, learning disabled, emotionally disturbed, physically handicapped, visually handicapped, and speech/hearing impaired. Lead articles include the…

This report contains excerpts and summaries from interviews and papers presented at the visual literacy conference. The interviews are with speakers and in general ask them to expand on an idea presented in their formal talk. For other speeches, the catalog description and/or an abstract is given. Although most of the abstracts are short, lengthy…

THE DEVELOPMENT OF ARTISTIC EXPRESSION IN CHILDREN FROM MANY COUNTRIES IS TRACED AND ILLUSTRATED. AFTER THE NATURAL DEVELOPMENT OF VISUAL EXPRESSION IN CHILDREN IS REVIEWED, THE FOLLOWING TOPICS ARE CONSIDERED--INDIVIDUAL AND CULTURAL ASPECTS, SUBJECTS AND THEIR REPRESENTATION IN CHILDREN'S ART, SOME CHARACTERISTICS OF ART DEVELOPMENT, AND THE…

Students who are deaf and hard of hearing have special needs that must be accommodated before they can fully benefit from various types of classroom presentation technology. An optimal classroom situation for learners who must depend primarily on visual input includes careful consideration of factors such as room set up, legibility of the media,…