Wilcox, Everett E.2023-06-272023-06-271958-06https://hdl.handle.net/1794/28453138 pagesThe majority of all blind children in the United States continue to be educated in residential schools for the blind despite the growth of a movement to educate these children and the public school classes nearest their homes. At the residential schools, attention is now focused on the supervision of the blind child and his activities away from the classroom where he is under the supervision and subsequently the influence of the houseparent more than any other staff member during his residential school career. The attitude and competency of the house parent may determine the extent of the child's acceptance of institutional routine and his later adjustment to school and society. Although the qualifications and competencies of teachers of blind children are periodically examined, there has been no comprehensive analysis of the performance and training of other residential school employees. Because administrators have neither specified the qualifications for the house parent position nor identified the particular skills required to discharge the duties competently, there is a growing demand that the factors affecting house parent performance be examined. In view of the dearth of qualified house parent applicants, the training of those caring for visually handicapped children should also be freshly evaluated. The purpose of this study was to identify house parent characteristics, the types of training available, and the factors that contribute to house parent competency in residential schools for the blind.enCreative Commons BY-NC-ND 4.0-USchild educationvisual impairmentstaff in educationThesis / Dissertation