This article describes the results in the employment domain of a larger study of the lifestyles of 328 Canadian youths, aged 15-21 and 22-30, 131 of whom were blind and 197 of whom had low vision. The youths completed a sur vey on their work-related experiences, including their current employment status and job-search strategies. In addition to characterizing the overall employmentrelated experiences of the youths, the study explored differences by visual status, gender, and age group.

A secondary analysis of pertinent measures from the National Longitudinal Transition Study 2 found numerous significant relationships between instruction in the content areas of the expanded core curriculum and positive outcomes for students.

In this quantitative research study, 16 blind students, 16 low vision students, and 16 sighted students aged 15–21 and their parents were interviewed by telephone using questionnaires designed to examine four areas: academic involvement and performance, daily living and personal care activities, recreation and leisure activities, and work and vocational experiences. A time-diary protocol was also used to obtain data from each student in three telephone interviews during the calendar year. Similarities and differences among the three groups, as well as implications of the findings for service providers, are discussed.

This survey of the social and leisure experiences of Canadian youths with visual impairments found that, in general, youths with low vision experienced more social challenges than did their peers who were blind. Levels of social support were not found to differ on the basis of level of vision, sex, or age.

This article describes the results of a qualitative study on researchers’ observations of teachers of students with visual impairments and how the teachers spend their time in the classroom. The researchers report on the types of training and services being provided to students, including instruction in areas of the expanded core curriculum, also known as disability-specific skills training.