The importance of providing adequate support systems in educating the visually impaired (VI) child is explored in this sourcebook. It is presented as a guide for the regular classroom teacher. It explains the evolution of various contemporary support systems, pros and cons of various placement systems, and problems of ineffective support systems for regular teachers of mainstreamed VI students. One chapter reviews the history of efforts to integrate VI children into regular schools and classes since the 1950s; defines three support system models (itinerant programs, resource rooms, and cooperative plans); and explains the impact of Public Law 94-142, the Education for All Handicapped Children Act. Another chapter carefully lists specific advantages and disadvantages of the following placement alternatives for VI students: residential schools for the blind, itinerant programs, resource room programs, and regular classrooms. Also discussed are the roles played by school board, superintendent, principal, teachers, and parents in making placement decisions. A third chapter discusses in detail the possible problems created by an inadequate service delivery system. The discussion, which applies to residential settings as well as classrooms, identifies problem areas including organization of time and personal living space, motor development and ability, social skills, independent living skills, listening and tactile skills, career education, concept development, human sexuality, and leisure and recreation skills. A concluding chapter delineates responsibilities of the regular classroom teacher and the resource teacher for VI children. (AV)