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The article presents several recent developments which have derived from the experience in dealing with the blind child in the public school classroom since 1943 when the so-called Oregon Plan of returning all ninth grade residential school graduates and children of any grade level, who seem capable and adequately prepared to public schools, was initiated. In order to prepare blind children to take full participation in the sighted classroom, a Braille teacher and a vision consultant were employed. In addition, the school for the blind has partnered with the division of special education to organize volunteer readers and some paid readers to record textbooks so that blind children can use the same texts used by their sighted companions.