The scant literature that does exist is reviewed, and suggestions are made for assessing mobility potential, improving locomotor skills, organizing physical exercises, and teaching orientation skills and cane travel to such persons. (Author/DLS)

The article reviews the literature on listening as an effective learning skill for the visually handicapped, and suggests ways of helping visually handicapped students to improve their listening skills. (Author/DLS)

Tactile maps for visually impaired persons can be made by drawing lines with an aqueous adhesive solution, dusting with thermoengraving powder, and exposing the card to a source of intense heat (such as a heat gun or microwave oven). A raised line map results. (CL)

The authors explore the educational implications of research indicating that braille words and letters form a mutually beneficial partnership. Instructional applications are considered, and the authors suggest that practice in character recognition in word contexts will enhance reading skill. (Author/CL)

The use of fingermath, a form of arithmetic computation with the fingers, is compared to use of the abacus in helping visually impaired and blind students develop mathematic concepts. Fingermath is explained to be more concrete, simple, and accessible. (CL)

Visually impaired students can be successfully integrated into industrial education classes as long as careful selection, placement, and planning decisions have been made. Techniques for teaching machine-tool operation are considered, along with the use of aids developed specifically for visually impaired persons. (CL)

The article describes a curriculum for the visually handicapped which provides instruction in the four basic facets of landmark travel. The concepts included in the curriculum are: (1) learning the concept of landmarks, (2) remaining oriented to landmarks, (3) following direction based on landmarks, and (4) giving verbal directions based on them.…

A model for teaching the concept of length to visually impaired students in grades K through 8 is provided, with additional suggestions on teaching children to understand the concepts of area, temperature, capacity, weight, volume, angles, and money or value. (Author/SW)

This article describes the history and characteristics of the Connecticut Pre-cane, designed to protect young blind children and teach them early mobility techniques. A case study illustrates typical uses, and 12 step-by-step lessons in cane travel are provided for use with young children by the mobility instructor. (DB)

Guidelines for working with remedial braille readers in the areas of attitude/motivation, mechanical skills, decoding skills, and comprehension are provided. Lists of suggestions are presented in each of the areas. (PHR)

The article describes a sequential training curriculum in the use of telescopic visual aids. The curriculum covers 29 topics, including aid maintenance, holding aid properly, focusing, scanning, target location, tracking, aid use for city bus travel, in a shopping center, and in a fast food type restaurant. (Author/SBH)

Blind adults with language deficiencies often can learn enough braille to be able to use it for self-communication. Although the manuals of instruction commonly available are not adequate for everyone, individualized plans for teaching braille can be adapted to meet specific needs. Such plans should have a strong readiness program to teach proper…

This article presents a practical guide to help professionals develop techniques and materials that motivate preschool-age children to learn to use low vision devices. Skills for optical-device training and sample training activities for monocular and magnifier use are outlined. (Author/DB)