The visually impaired are about ten times more likely to be unemployed than their sighted peers. This alone should explain recent efforts to improve educational opportunities and rehabilitation for children and adults who are blind or have low vision. However, more research still needs to be done, as Crandell (educational psychology and special education emeritus, Brigham Young U.) and consultant and activist Robinson point out. They describe efforts to determine the cognitive development of the vision impaired and the relevant scientific principles, and detail research on measurement and assessment, learning theories, motivation and attitudes, self-concept, memory, means of mobility and orientation, advocacy, transitions, and mainstreaming. They close by examining efforts to find a psychology of blindness. They provide a list of readings suitable for specialist and non-specialist professionals as well as for individuals with little prior contact with the blind. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
