Information in this pamphlet will enable regular classroom teachers to plan for accepting visually impaired children into their classes. It specifically reviews elements of the planning process, appropriate goals for the child, roles of the regular teacher and resource teacher, and special materials and classroom strategies. Opening chapters define legal blindness, describe requirements of the Education for All Handicapped Children Act of 1975, and differentiate between general and specific goals for visually impaired children. Chapter three explains the different roles of the regular teacher, resource teacher, administrator, parents, and child in effectively implementing the special educational program. Chapter four summarizes availability of special equipment (braille writers, slate and stylus, optical aids, and long canes), special materials (braille readers and large print books), and support services (consultants and reader services). Chapter five gives specific suggestions for arranging the classroom and the visually impaired child's work area, and for orienting the new child to the classroom, hallways, cafeteria, bathrooms, and playground. Chapter six recommends strategies for successful grouping and peer relationships, written work, field trips, and use of audiovisual materials. It also gives tips on how to develop the child's organizational, communication, listening, and daily-living. (AV)