Data were collected from 48 chief administrators of schools enrolling 6,696 visually handicapped children to determine enrollment, disabilities, and services; and from 53 special class teachers in 28 of the schools concerning their 453 retarded blind children. Analysis of data revealed that 25% of the population studied were mentally retarded, 85% of the schools accepted mentally retarded blind children, 67% had special classes for them, and 75% of special classes were mixed for blind and partially seeing mentally retarded children. The average number of disabilities reported was 3.18 per child, and the most frequent concomitant disabilities were personality and speech defects. The main reason given for assignment of the special class teacher was a high tolerance for limited educational progress, but 80% of the teachers indicated it was their own choice. Of the special class teachers, 85% had bachelor's degrees, 40% master's, and 26% post-master's work; 75% were certified elementary teachers, and 61% had certification in special education. Average pupil-teacher aide ratio was three to one. Of the residential schools, 38% had prepared special curriculum materials for mentally retarded blind children and 46% of the administrators reported that providing services for the multiply disabled blind child will become the major role of the residential school. (KH)