Persons from the field of science education and persons who had extensive experience working with visually handicapped children were brought together to establish some baselines and beginning ideas of approaches to the evaluation of a laboratory - centered science program (Science Curriculum Improvement Study) as it is being used with visually handicapped children. Areas in which participants were in agreement relative to evaluation in the project were: (1) The evaluation approach needs to be individualized in all ways and should attempt to assess the changes in specific pupils; (2) The evaluation system and approach will have to be original since little has been done in the evaluation of the science learnings of "blind" children; (3) Evaluation has to be continuing and related to the individuals in a given class or program at a given time; (4) Children's skill in using tools should be evaluated; (5) Considerable emphasis was given to the value of expert observers as a means of evaluation of program success; (6) Concern was also expressed for finding ways to assess the effect of the program on the individual's value system and general orientation towards science as indicated by his feelings regarding environmental pollution and other major problems in society. This work was prepared under ESEA Title III contract. (BR)