This annotated bibliography lists 170 articles, books, and other professional publications related to blindness, visual impairment, and deaf-blindness. The bibliography's scope does not include medical literature or popular magazines. The entries are arranged alphabetically by author, and an analytical subject index is also supplied. (JDD)

Considerations are offered for making toys for children with severe multiple disabilities. Eight toys are described, and objectives for the use of each toy are outlined. Toys include a pulley, tunnel, slide-the-discs, window, bowling, tactile wheel, activity centers, and multisensory mat. (JDD)

Western Pennsylvania school district administrators (n=187) were surveyed about their attitudes toward a specialized facility for blind students with concomitant severe disabilities. Among findings were a 94% satisfaction with the school's program qualities and a 77% dissatisfaction with state funding for special education. Most felt their…

This study sought to ascertain the magnitude of the problems of unemployment, underemployment, job training, and job placements of blind and visually impaired people with additional severe disabilities. A survey of 32 institutions and agencies and visits to 7 settings revealed that only about 15% of this population is either employed or currently…

Describes current child-count systems that count students with visual impairments and additional disabilities in only one disability area. This results in an undercount of the incidence of visual impairment. Discusses the need for children to be initially counted by the disability of the lowest incidence. (CR)

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…

Guidelines for teaching orientation and mobility skills to visually impaired children with additional disabilities focus on basic needs including the need to feel safe, the need for control, the need to be in contact with the physical environment, the need for some type of independent movement, and the need for meaningful mobility. (DB)

An itinerant teacher of multiply handicapped students with low vision shares learning activities in which students learn to use coins with the aid of a computer program and make a shopping list using advertising flyers. (DB)

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.…

A national agenda for the education of children and youth with visual impairments has been developed by eight national organizations. Agenda goals focus on referrals, parent participation, personnel preparation, provision of educational services, array of services, assessments, access to instructional materials, and the core curriculum. The…

This article discusses a program that, by emphasizing individuality, integration, adaptability, and functionality (the IIAF model), improves the visual functioning of students who are visually impaired, have multiple disabilities, and function at a severely or profoundly impaired level. Examples of recommended visual learning activities are…

This article describes an orientation and mobility program serving 20 students with both developmental disabilities and visual impairments. It documents the low level of baseline behaviors and discusses program components, including the training staff, school environment adaptations, and individualized and community training techniques.…

A study examined detailed data on 100 consecutive Special Populations Assessment and Rehabilitation Center patients and found the program to be successful in conducting interdisciplinary visual evaluations of those with multiple impairments. The types of adaptive-testing procedures used for visual acuity and visual field testing are described. (CR)

Discusses the assessment component of individualized education programs for students with visual impairments. Important issues reviewed are the appropriate selection of a battery of tests; the knowledge base about a particular vision condition; the importance of supplementing testing information with meaningful observations and interviews; and…

This article examines demographic and sociological trends in terms of their impact on future planning for the education of visually impaired students. Prevalence figures (and their scarcity), prevalence of visually handicapped multiply handicapped children, special educational needs, and the teacher shortage are discussed. Suggestions are made for…