Explores attitudes and behavior toward albinos by means of surveys and presents various experiences of albinos along with frequently held attitudes of non-albinos. A successful intervention strategy to modify attitudes of schoolchildren is described. Suggestions to improve the life experiences of albinos are offered.

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A comparison of visually impaired subgroups with sighted norms on the Wechsl er Adult Intelligence Scal e (WAIS) verbal subtests yielded no significant differences. This contradicts other studies that show differences between blind and sighted groups. Scores are presented for congenital-adventitious, partial-no useful vision, male-female, and adult age groups. Some conclusions are drawn from the findings.Development of intelligence and cognitive style in the visually impaired has been a subject of speculation and little investigation. Most studies indicate at least equal performance on the part of the visually impaired when given verbal intelligence tests (

Ten female and 10 male college students were asked to (a) rank order 11 labels of disability and deviancy by desirability of acquisition, and (b) verbalize the labels while being tape recorded. Group and individual rank orders, and physiological reactions were measured by the Psychological Stress Evaluator to answer three questions: (a) Do people experience stress in relation to the disabled and deviant? (b) Are self-reported preferences related to the amount of stress exhibited toward various disabilities? (c) Do individuals experience more stress toward certain disabilities or deviancies than toward others? Significant stress was found as a group toward all labels, but great variability occurred with individuals. People did not express the same level of discomfort that was found with the physiological measure. Only one label elicited more stress than another. A psychophysiological model to explain the results was discussed.Negative reactions to the disabled tempted to distinguish differential and deviant have been well documen-perceptions of the disabled. ted in the research literature. In anIn his work with children, Richinvestigation of children's preference ardson (1961) established consistent for handicapped and non-hand-preferences in interpersonal percepicapped children, Richardson (1963) tions. In spite of no evidence that chilfound the non-handicapped child was dren were taught to "like" certain disalways preferred. Semmel and Dick-abilities more than others, a definite son (1966) had college students rank order of preference was found. Othorder various labels with the result ers (Semmel & Dickson, 1966; Wilson, that the disabled and deviant were Sakata & Frumkin, 1968) have estabranked significantly below the "nor-lished an order of preference for phymal white." Other studies have at-sical disabilities. Each study, however, Dr.

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