ADAPTATIONS IN CURRICULUM, EVALUATION PROCEDURES, STUDENT ACTIVITIES, SCHOOL SERVICES, AND COMMUNITY RESOURCES FOR BLIND CHILDREN ATTENDING SCHOOL WITH SIGHTED STUDENTS IN JUNIOR AND SENIOR HIGH SCHOOLS ARE DISCUSSED. CURRICULUM OBJECTIVES ARE THE SAME FOR BLIND AND SIGHTED STUDENTS. SUCH SPECIAL DEVICES AS BRAILLE TEXTBOOKS AND RECORDINGS ARE USED BY BLIND STUDENTS SO THAT THEY CAN FOLLOW THE CURRICULUM. BLIND STUDENTS RECEIVE HELP FROM THE REGULAR SCHOOL STAFF, THEY RECEIVE INDIVIDUAL AID FROM RESOURCE PERSONNEL TO ENABLE THEM TO DEVELOP SPECIAL SKILLS, TO USE SPECIAL EQUIPMENT, AND TO GRASP DIFFICULT CONCEPTS. THE RATIONALE BEHIND MIXING BLIND AND SIGHTED STUDENTS IS THAT THE CHILDREN SHOULD BE HELPED TO ADJUST TO THE REAL WORLD WHERE EVERYONE IS NOT BLIND AND WHERE EXPERIENCES INCLUDE FAILURE, PITY, AND REGRESSION AS WELL AS ACCEPTANCE, SUCCESS, AND GROWTH. EVALUATION STANDARDS ARE THE SAME FOR BLIND AS FOR SIGHTED STUDENTS, ONLY THE MECHANICS OF EXAMINATIONS DIFFER. THEY MAY BE TRANSCRIBED INTO BRAILLE OR READ TO THE STUDENT BY A PROCTOR. THE SAME SCHOOL SERVICES ARE AVAILABLE FOR ALL STUDENTS, INCLUDING THE BLIND. COUNSELORS HELP STUDENTS IN EDUCATIONAL AND VOCATIONAL PLANNING AND IN PERSONAL AND SOCIAL DEVELOPMENT AND ADJUSTMENT. BECAUSE OF THE LIMITATIONS ON PARTICIPATION IN STUDENT ACTIVITIES THAT BLINDNESS IMPOSES, SPECIAL EFFORTS ARE MADE TO ACQUAINT BLIND STUDENTS WITH EXTRACURRICULAR ACTIVITIES AVAILABLE TO THEM AND TO DRAW THEM INTO THE SOCIAL LIFE OF THE SCHOOL THROUGH CLUBS, DEBATES, ASSEMBLY PROGRAMS, TALENT SHOWS, PUBLIC SPEAKING, AND SIMILAR ACTIVITIES. MANY GENERAL COMMUNITY AGENCIES WORK WITH BLIND PEOPLE. RECREATION AND PARTICIPATION IN COMMUNITY ACTIVITY PROGRAMS MAY OFTEN BE ARRANGED, AS WELL AS INSTRUCTION IN SPECIALIZED SUBJECTS. PRIVATE AGENCIES FOR THE BLIND IN LARGE COMMUNITIES PROVIDE AID IN THE DEVELOPMENT OF COMPENSATORY SKILLS.