The development of the sibling relationships among five preschool white blind children and sighted sibs was explored. (Author)

Presented is the third article in a series describing the conceptualization, implementation, and results to date of the George Peabody College for Teachers' Model Center for Severely Handicapped, Multi-Impaired Children with Visual Impairment as a Primary Handicapping Condition. (Author/IM)

The authors describe the function of a low vision clinic and report on an evaluation of one clinic's services. (Author)

Described is the Vocational Rehabilitation Field Services Program within the Virginia Commission for the Visually Handicapped, which incorporates orientation and mobility for the blind and competitive vocational placement. (Author/IM)

The author, who is congenitally blind, describes two training programs with a Tactile Vision Substitution System, including a mobile version of the device. (Author)

Epidemiological studies on birth defects and blindness that may be of research or practical value to blindness workers are surveyed. (Author)

Described are the conceptualization, implementation, and results to date of the George Peabody College for Teachers Model Center for Severely Handicapped Multi-impaired Children with Visual Impairment as a Primary Handicapping Condition. (Author/IM)

The author distinguishes between three separate aspects of sensory loss: impairment, handicap, and disability, and provides operational definitions of each aspect. (IM)

The article compares four means of estimating the size and characteristics of the blind population with respect to accuracy and cost, and recommends a relatively inexpensive method that combines register and survey approaches. (Author/CL)

Active and passive perceptual training methods were tested with 30 macular degeneration patients to improve their residual vision. The main conclusion was that perceptual training may contribute to successful visual adjustment and that the effect of training is not limited to a particular level of visual impairment. (Author/CL)

Analysis of the amount and type of teacher verbalizations to five blind preschoolers in intervals preceeding social initiations, during sustained interaction, and during periods of noninteraction suggested that teachers can facilitate interaction between blind preschoolers and their peers. (CL)