In this exceptional new third edition, the author has retained much of the practical "how to" approach of the previous editions, but adds depth in two dimensions: learning theory and the educational process. This book is "so comprehensive in scope and complete in detail that it would be the most likely recommended" (from the foreword by Dr. Natalie C. Barraga). There is a new chapter on the prenatal and early postnatal development of the visual system, and another entire chapter on gifted children who are also visually impaired-information not usually available in other textbooks. One of the most outstanding new sections is a discussion of brain function and its relationships to early development, learning, and visual function. The reader will find practical hints, philosophical rationale explained in simple terms and clear descriptions of the assessment process for students with visual impairments. The relationships between assessments, placements, and programming are described in detail, and provide rationale for best educational practice for visually impaired learners. University faculty, special teachers (TVI's), regular classroom teachers, and families will all find something useful in this new edition. It continues to be a valuable reference for anyone dedicated to helping students with visual impairments achieve independence and realize their full potential. The appendices contain a set of listening games, touch typing lessons, a list of indicators for evaluating gifted programs, lists of assessment instruments and resources, and an updated timeline of major events in the history of education for visually impaired students. A glossary of terms completes the book. This book will not sit on a book shelf-it will be read and used! Following a foreword and preface, this book is divided into three parts. Part 1, " Vision," contains the first five chapters of the book: (1) "What Is Vision and How Does It Work?"; (2) "Development of the Visual System: Prenatally, at Birth, and Postnatally"; (3) "What Can Go Wrong with the Visual System?"; (4) "How Is the Visual System Evaluated/Tested?"; and (5) "How Can a Visual System Be Improved or Enhanced When Impaired?" Part 2, "Learning," contains: (6) "Learning Theory"; (7) "How Does a Visual Impairment Affect Early Development?"; (8) "How Does a Visual Impairment Affect Education in General?"; (9) "The Expanded Core Curriculum: The Special Skills Needed by a Visually Impaired Student"; (10) "What About Multiple Disabilities?"; (11) "Gifted Children Who Are Visually Impaired: A Special Case"; and (12) "The Learning Environment." Part 3, "Testing and Transitions," presents the concluding chapters of the book: (13) "Referral and Teams"; (14) "Comprehensive Assessments"; (15) "Establishing Eligibility"; (16) "Other Vision-Related Assessments"; (17) "Expanded Core Curriculum (ECC) Assessments"; (18) "Goal-Based Planning"; (19) "Diagnostic Teaching"; and (20) "Transitions." Appendixes include: (1) Listening Games and Activities; (2) Typing Lessons; (3) Handwriting Guide Using the Braille Cell Format; (4) Markers for an Exemplary Gifted Program; (5) Assessment Instruments; (6) Resources; and (7) A Time Line of Events Related to the Education of Children With Visual Impairment. Also included are a glossary and an index.