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 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.

In this investigation, we examined how adolescents and young adults (15- to 21-year-olds) with visual impairments spent their time engaged in academic, social, daily living, and vocational pursuits in comparison to youth without visual impairments. We conducted two studies: (a) a quantitative analysis between matched pairs of visually impaired and sighted adolescents, and (b) a qualitative analysis involving students with visual impairments only. Both studies identified socialization and career development as areas where students with visual impairments may need additional supports to achieve life success.

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The first study of the Social Network Pilot Project provided quantitative data on the lifestyles of 32 adolescents with visual impairments and 16 who were sighted. This article reports on the second study, an in-depth ethnographic analysis of 3 of the visually impaired adolescents from the first study.