Distance education (correspondence courses) should be ideal for overcoming some of the difficulties associated with training teachers of visually handicapped children. The University of Birmingham, England, runs both full-time and correspondence courses. As this article shows, the experience with these courses indicates that much of, but not all, the information, skills, and attitudes needed by teachers of children with visual handicaps can be acquired through this form of education. Critical elements in implementing such courses are also presented.
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