Concept development: Concepts generated by
children who are visually impaired without ade-
quate information can be seriously wrong and
sometimes even bizarre (Foulke, 1974). For ex-
ample, "the vagina is located under a woman's
right breast" (Foulke, 1974, p. 196) and
"masturbation causes physical or mental dam-
age" (Foulke, 1974, p. 198). Methods and content
of sex education programs should address this
predisposition of children with visual impairments
to generate seriously wrong theories about topics
that are private in nature such as the function and
anatomy of sex (Foulke, 1974). Greater knowl-
edge of the facts is essential (Holmes, 1974).
Awareness of the stereotypes: Among the
many stereotypes of blindness, people who are
blind "are expected to be impotent and uninter-
ested in sex" (Foulke, 1974, p. 199). Belief in this
mythological perspective can result in serious
complications for the individual who is visually im-
paired, including lacking confidence in sexual
adequacy and neglecting contraception (Foulke).
Without proper education, the individuals who are
visually impaired may conform to the expecta-
tions that are implicit in these stereotypes
(Foulke).
High quality accommodations: Overcome re-
sistance to using the tactile and auditory senses
as these particular senses are necessary learning
commodities for students who are visually im-
paired (Torbett, 1974). Include the use of explicit
or "frank" talk accompanied by tactile objects that
are as realistic as possible (Scholl, 1974; Torbett).
Meaningful materials: The use of anatomically
correct models plays an important part in building
understanding (Holmes, 1974). The use of the
models should not be restrictive in nature. Pro-
vide students who are visually impaired with the
opportunity to preview models before and revisit
with the models after whole group instruction
(Holmes). Accompany the model examination
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