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The book aims at assessing and analyzing if the type of educational placement integrated and non-integrated produced any significant influence and differences among adolescent blind and sighted students in respect of their self-esteem, adjustment and academic achievement. The interaction pattern and self-perception of blind students at school has been looked into from the socialo constructivest perspective of disability to analyze of experiences of schooling for children with disability are mediated through school practices and processes rather than the physical impairment itself. This work has been undertaken by the authyor with the view to create an awareness about people with disabilities and raise certain pertinent question concerning perception of blind individuals about themselves and those of the significant other.