Abstract
The extended study of multiple-handicapped and deviant blind children has shown that if special treatment and care were provided, a surprisingly large percentage of these children could be habilitated sufficiently so that they might enter either day school classes or residential schools. Since the problem of these blind children is still urgent and gives every evidence of continuing to remain so, suggestions for adequately staffed special treatment units as adjuncts to existing state schools have been submitted. The importance of training and stimulation early, in the crucial stage, has been demonstrated in the dramatic changes possible in the developmental growth of deviant blind children as a result of the experimental summer sessions held at the Michigan School for the Blind.
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