The study is to appraise, among professional standard competencies for the reading of the teachers of special education developed by CEC in the year 2001, the competencies needed for the teachers of the visually handicapped intended for the 190 teachers in the schools for the visually handicapped by means of questionnaire, and the conclusion is as follows. First, among the total assessments of the teachers of the visually handicapped in Korea, the importance degree is appraised as high level, compared with this, accomplishment degree a little lower than this, is appraised as average. And also, according to competency area, the importance degree is highest in the area of strategy for the reading and writing of braille, and lowest in the knowledge area of the historical foundation of the visually handicapped\'s education. The accomplishment degree is highest in the area of the strategy for the instruction of the reading and writing of braille, and lowest in the area of the handicaps and technologies using handicaps and special assessment instrument. Second, from the result that compare the importance degree among groups, there are not differences according to the background of teachers provided with teacher education and years engaged in the visually handicapped\'s school. But there are the significant differences of 1% in language cooperation among the teacher groups of kindergarten, primary school, junior high school and senior high school, and there are the significant differences of 5% in learning environment and social interaction and assessment.