It should be borne in mind that visual efficiency cannot be measured or compared in terms of percentages or fractions. It must be measured by actual performance of tasks which are educationally, vocationally, and socially performed or learned, using the upper limits of normal vision. These upper limits of normal vision occur during a small part of the time, and during the rest, little or no fine vision is required. While using fine or higher vision, speed, accuracy, and endurance are probably the ultimate determiners as to whether visual deficiency occurs or does not occur. The partially sighted individual must be conscious of his limitations as well as of the advantages of his limited vision in order to most satisfactorily utilize the tools at his command and determine his own status. As in most other facets of our daily lives, such an individual cannot successfully continue as neither blind nor sighted. The partially sighted person's admission to himself that he is a blind person will not hinder him; rather it will greatly enhance his use of the excellent opportunities and techniques available. He should be encouraged to use his vision as well as his other capacities and senses. He should be persuaded to drop the fallacies and fabrications which he has used in his attempts to deny his deficiencies. Thus, both he and the professional worker, and the community at large, will learn to avoid convenient but erroneous comparisons and preconceived notions that tend to confuse rather than clarify his problems or his advantages. The problems of educating and rehabilitating blind persons are overwhelming and hold significant challenges for the future. An ameliorating process from this point onward is strongly indicated. The mysteries of partial sightedness, although presenting such great challenges, can be solved, provided there is a sharing of the responsibility among the community, the professional worker, the family, and the partially sighted individual himself.
In Praise of Uncertainty, Ambiguity and Wonder
