Fifteen studies in the area of education of partially seeing children were chosen for investigation. They were examined to discover the nature, significance and implications of research in this area. Eight studies were of “measurement and/or predictive” nature and seven were of the “decision or placement” sort. This second type seems more numerous now than in the past. Research in the area investigated is scanty, and the results provide more questions than answers.
Get full access to this article
View all access options for this article.
References
1.
ReynoldsM. C., “A Strategy for Research.”Exceptional Children, Washington, D. C.: Council for Exceptional Children, January, 1963, pp. 213–221.
2.
CronbachL. C., GleserG. C., Psychological Tests and Personnel Decisions, Urbana: University of Illinois Press, 1957.
3.
AshcroftS. C., “A New Era in Education and Paradox in Research for Visually Limited.”Exceptional Children, Washington, D. C.: Council for Exceptional Children, April, 1963, pp. 371–377.
4.
KirkS. A., WeinerB. B., Behavioral Research on Exceptional Children.Washington, D. C.: Council for Exceptional Children, 1963, pp. 145–154.
5.
Review of Educational Research: Education of Exceptional Children. Washington, D. C.: National Education Association, 1963, pp. 39–42.
6.
LovekinL. G., “The Essential Role of Animals in Eye Research.”Sight Saving Review, New York: National Society for the Prevention of Blindness, Spring, 1963, pp. 10–16.
