Five articles focus on school-to-work transition issues from the perspectives of administrators, consultants, and parents of visually handicapped and multiply impaired/blind students. Programs described include community-based training, state-sponsored vocational training, one-day training seminars, and a job readiness clinic. (Author/CL)

An independent living curriculum builds skills in home management, money handling, on-and off-campus living, public transportation, and employment in secondary students at the Colorado School for the Deaf and Blind. (CL)

To insure the development of normal speech, the multiply handicapped blind infant or child needs oral/vocal sensory stimulation associated with communication experiences. (DB)

The programed instruction was validated with 40 multiply impaired blind children in nine facilities in a 16-week field test. The experimental group using the programed instructional materials demonstrated significant overall performance gains over a control group. (Author/DLS)

The article describes a training program which effectively taught a profoundly retarded and blind nine-year-old boy to use a walker. One year follow-up indicated maintenance of treatment gains. Ambulation training was correlated with a significant reduction in stereotypic behavior. (Author/DB)

Teachers and parents completed the Autism Behavior Checklist (ABC) for 17 congenitally blind children (ages 4 to 11). The modified format ABC completed by teachers detected three of four children with pervasive developmental disorder without any false positives. (Author/SW)

Comparison of residential rehabilitation outcomes of blind clients with (n=45) or without (n=67) previous psychiatric diagnosis found no intergroup differences after rehabilitation in skill, attitude, and overall adjustment. All clients improved significantly during rehabilitation. (DB)

This study assessed the possibility of guiding a person with blindness and intellectual disability during indoor travel with fewer auditory cues. Results indicated that infrequent presentation of the cues and the provision of extra cues in case of errors maintained high levels of independent moves, albeit of increased duration. (Author/CR)

This article describes an innovative action research project based at the University of Birmingham in the United Kingdom that involved the professional development of teachers and instruction using specially developed Moon tactile code materials to teach literacy to pupils who are blind and who have additional disabilities. (Contains references.)…

The document presents five papers from a conference involving educators of deaf, blind, and deaf blind children. In "Challenge--Educating Deaf-Blind Children," F. Roberts discusses common societal concepts regarding the deaf blind, the teacher's role in dealing with these children, and the developmental approach to educational planning…

Described is the BRAILLEMBOSS, a braille page printer, which is useful as a short run braille producer and as an employment and education tool for the blind and deaf blind. Examples of applications are given, including its use by computer programers, students, taxpayer service representatives, and news broadcasters. The machine is, for blind…

A survey of parents of nine multiply handicapped blind young adults enrolled in a community living program in New Zealand and of the nine staff members working with the clients indicated both groups supported parent involvement and the program content, though parents rated the adult rehabilitation services less favorably than staff. (Author/DB)