No abstract

This article reviews studies that have attempted to increase three types of social skills in blind and visually impaired individuals: assertiveness training, interactional skills, and skills in physical communication. Each study is described briefly, and the procedures and results are noted. Most of the studies reported increased social skills following intervention; however, many did not report empirical evidence of change. The articles also demonstrate a need for the follow-up and generalization of learned skills, as well as for the application of skills with preadolescent children.

Partial results of a national survey of teachers of visually handicapped students on their service delivery to severely multiply handicapped children are presented. Responses in two of the three areas examined, respondent information and teacher preparation, are based on returns from 134 teachers in 41 states, as are frequencies for teacher variables. Relationships between teacher perception of adequacy of preparation and experience, level of degree, type of certification, setting, and year certified were evaluated through a chi-square test. Significant relationships were found between perception of adequacy and level of degree and additional certification in mental retardation, physically handicapped, and multiply handicapped. Survey results support a need for better preparation of teachers of visually handicapped children who work with severely multiply handicapped students.