Abstract
This article reviews two current philosophical issues in special education service delivery and the perceived impact on services to children with visual impairments: (a) the Regular Education Initiative, and (b) the Least Restrictive Environment. Concern is expressed that by focusing advocacy efforts on placement issues rather than on service delivery issues, children with visual impairments go without needed and appropriate services. A new service delivery criterion is being used by many states and local education agencies, requiring the child with a visual impairment to have an “educational deficit” prior to the provision of comprehensive services. This requirement appears to be a rationalization for excluding these children. The author questions the concept of an “educational deficit,” and discusses actions and efforts to eliminate the practice of requiring this inappropriate qualifier and to improve the breadth of services provided children with visual impairments.
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