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Vol. 4. No. 1
January 1998
Howe's Now
is a publication of the Council of Schools for the Blind (COSB) that recognizes Dr. Samuel Gridley Howe. Samuel Howe was the first Director of Perkins School for the Blind in 1833. His ongoing efforts as an advocate for public school programs for blind children was instrumental in establishing a full continuum of placements and services.Download Megadots Braille format of this newsletter cosbjan.meg
(57k)
Paper Braille copies provided upon request. Direct correspondence to:
Texas School for the Blind & Visually Impaired
1100 West 45th Street
Austin, TX 78756-3494
Individual opinions and views expressed in this newsletter are not necessarily the official position of COSB.
Eulogy for J. Max Woolly
delivered by John Edward Chiles - December 23, 1997
Winfield United Methodist Church in Little Rock, Arkansas
James Max Woolly has passed this way for the final time, but we are able to follow his life's work through his footprints. His pioneering work stretched over a period of almost fifty years - at Charleston, Arkansas; at Warren, Arkansas; at the Arkansas School for the Blind -and yes, in this nation, through his leadership at every level of professional activity.
He was not content with just dedicating himself to the education of visually impaired persons; his interest and influence are still felt by those who work with the rehabilitation of persons who are visually impaired. Just ask the leaders of the Lions World Services for the Blind, or the Arkansas Lighthouse for the Blind, or the Pulaski Heights Lions Club in Little Rock. They will attest to his quiet wisdom in guiding them in their work.
I suggest that we walk along in his footprints and watch as he made his mark.
Dr. Woolly and his wife Kathlyn came to Little Rock in 1939 to begin a forty-three year career at the Arkansas School for the Blind. I remember him in those early years as my high school principal. With Finis Davis, then superintendent of the school, innovative programs were begun that led to recognition by many out-of-state organizations of the Arkansas School for the Blind as a pacesetter in the education of visually impaired boys and girls. After Dr. Woolly became superintendent in 1947, progress was rapid. He was among the first to employ fully trained orientation and mobility instructors; to inaugurate classes for personal self-improvement; and to encourage and, as a matter of fact, demand advanced training not only for his faculty but for his home life staff as well.
He encouraged all departments of the school to excel. There are many in this room today who recall with fondness those well-prepared, entertaining Christmas programs; those fun choir trips; and the sometimes not-so-much-fun, long school bus rides all over the central section of the United States for wrestling and track meets. These same people will also recall the success of all these groups in competition with schools having much larger student bodies.
Mrs. Woolly often felt that during the winter months she had lost her husband, because he was so concerned with the welfare of his students that he not only went along on many of these trips, but actually did much of the driving.
As we follow along the footprints, the years passed and the word spread about events in Arkansas. Others took notice, and as early as the mid-1950s, the American Foundation for the Blind sent a team to Little Rock to observe and evaluate the School's educational program. The report that they made was a glowing review of a splendid educational program - hardly believing that such excellence could exist where funds were woefully short.
Soon Dr. Woolly's leadership was recognized nationally. He was elected to head the American Association of Instructors of the Blind, appointed to serve on the board of the American Foundation for the Blind, and selected to go to Oslo, Norway, and Hanover, Germany, to represent the United States in world organizations devoted to the welfare of persons with visual disabilities.
Awards came. The prestigious Migel Medal of the American Foundation for the Blind for leadership in education; the Mary K. Bauman award of the Association for Education and Rehabilitation of the Blind and Visually Impaired; and the awarding of an honorary Doctorate degree by his alma mater, Hendrix College. Of this he was especially proud. Today there is an award given in his honor, and now in his memory. It is the J. Max Woolly award by the Arkansas Chapter of the Association for Education and Rehabilitation of the Blind and Visually Impaired.
And now as we step along in his footprints, a few personal observations. I have known Dr. Woolly through all these years, both as a friend and as a professional colleague. I have known no one who was so fully devoted to his mission in life. His family - his wife Kathlyn, and his three sons Jim, Bill, and David - must have suffered by his devotion to his job. But this I can tell you: if that be so, then some strengths made up for his absence. This family is as close as any I have ever known. The three sons are all professionals making their own marks, but they still act around each other as if they were carefree teenagers out for a good time. This closeness speaks volumes for their parents.
I also know of no one who could use money more effectively, some would say more miserly, than Dr. Woolly. The resources available today were not available for much of Dr. Woolly's administration, but the important things somehow were always accomplished. Many jokes were made among the students about Dr. Woolly's ability to use money prudently. He could make a nickel go further than most people could make a dollar stretch.
And finally, the footprints that stand above all others to me are the ones that reflect his honesty, his integrity, his fairness, and his concern for the welfare of others. These concepts were not just words, for Dr. Woolly, they were the principles by which he lived. They were the guides to his relationships with everyone with whom he came in contact. There are persons in this sanctuary and elsewhere about this state and nation who have benefited by his generosity in ways that few know. They will testify to his goodness in ways that I cannot possibly do from this lectern.
Just the other night a former student called to say, in tears, that she felt as if she had lost a second father. And I will tell you now, that I have lost a friend, this family has lost a loving husband and father, and all of the visually impaired persons of the nation have lost a giant.
Max Woolly is survived by his wife Kathlyn, three sons six grandchildren, and one great
grandchild. Mrs. Woolly
resides at 1010 Loretta, Little Rock, Arkansas 72227.
Good morning everyone, distinguished guests, students, staff, family members, volunteers and supporters. I bring greetings from all the members of COSB, and I also bring you greetings from all of us at St. Joseph's School for the Blind.
Today is a very special day for all of us gathered at Indiana School for the Blind. Today is a Jubilee. The purpose of a jubilee is joy for all concerned, a time for celebrating, an occasion to look back on with satisfaction and with pride. For what we are celebrating here is not merely the passage of time, not merely a very special birthday. We are celebrating notable accomplishments over a long and distinguished program for blind visually impaired students.
We live in times when it seems that merely surviving is an accomplishment, but what Indiana School for the Blind has done are so many more positive things. The school, its staff, students and all those associated with this school have accomplished so much over the past 150 years and have had such positive influence on the lives of so many people. Therefore, we are here today celebrating the recognition of an example of enduring worthiness. It is a happiness that many people share.
There are all kinds of jubilees these days. In the World Almanac under the heading of anniversaries, you will find after 25 years we celebrate a silver jubilee, after 50 years is golden, after 75 is diamond. For nations, for specialized schools, and for ideas-time offers fewer limitations. If diamonds are for 75th anniversaries, we will simply have to find yet more precious stones or metals to denote 150 years.
We must go beyond the immediate occasion for this jubilee, and ask ourselves what we are celebrating here today. Ask what made it work, and join me in saluting those who made this jubilee possible.
So let us, in the spirit of the Latin jubilar, make sounds of joy. Let us in the tradition of the celebration of the Biblical jubilee be grateful to all who have been privileged to be brought here to this time and this happy occasion. Let us say to all who have been part of the events that have made this occasion possible, congratulations!
On behalf of COSB, I was pleased to present a crystal plaque to Dr. Mike Bina in recognition of the many accomplishments of the Indiana School for the Blind and in recognition of 150 years of dedicated service to blind and visually impaired people.
Yours in COSB,
Herb "Red Socks" Miller
Compiled and edited by
Stuart H. Wittenstein, Ed.D
Superintendent,
California School for the Blind
Hosted by AIDB, the Blind Boys of Alabama featuring Clarence Fountain performed at the Ritz Theater, on the square of Talladega, on September 20. Fountain formed his first gospel group in 1937 at the Alabama School for the Blind, a component of AIDB. Current members from the original group include Johnny Fields, Jimmy Carter, and George Scott. They have performed throughout the United States for over 50 years. Formed during the Depression, the Blind Boys recently made their first live album, "I Brought Him With Me," on the new House of Blues label.
Thirty-three students from ASDB attended the 1997 Braille Institute Optimist Clubs Braille Olympics in Los Angeles. In addition to attending the Olympics, the group visited Six Flags Magic Mountain and had a special preview of the audio described movie "Twister." The students and staff raised about $2,000 to pay for half of the cost of the charter bus and for two meals. Our students enjoyed seeing friends from past Olympics and meeting new friends.
CSB parents, students, and staff have embraced "Literacy for all Learners" as the guiding theme for the next two years. Activities will culminate with the "Getting In Touch With Literacy Conference" to be held in San Francisco November 11-14, 1999. Nationally known experts such as Drs. Sally Mangold, Madeline Milian, and Stuart Wittenstein are presenting to staff on Grade 1 versus Grade 2 Braille, teaching visually impaired students with English as a second language, and teaching the abacus. Parent training sessions will be conducted to introduce them to techniques in developing literacy and familiarity with braille.
Principal Dave Farrell and three high school students visited Japan for ten days for the 7th annual Japan/America Grassroots Summit. We toured schools for the blind in Tokyo and Yamagata, and met with Japanese adults who were blind. We participated in two, three-day homestays with Japanese families. Our students were terrific ambassadors for our school, state, and country! They have since made presentations to their classmates and the Accountability Committee. Students will attend the next conference in Japan in 1999.
The GAB Family Festival was held October 10. GAB hosted parents, friends, and community supporters for an Open House, Parents Group Meeting, and on-campus carnival. Family Festival is an annual event to allow parents and friends access to classrooms, dormitories, and the Academy Campus. Classes, clubs, and organizations sponsor fun booths for food, entertainment, and arts and crafts.
ISDB has shown growth in the number of blind students on campus. We are also making preparation for the 17th annual Winter Camp for the Blind sponsored by the Wood River Lions Club. We anticipate 30 students in this three-day winter recreation activity the weekend of March 5, 6 and 7. ISDB will be hosting a parent weekend on campus April 17, 18 and 19. This provides parents the opportunity to share with others and to gather new information in the field of blindness.
Iowa Braille has initiated a broad review of services and programs offered with the idea of reorganizing to provide programs on a year-round basis. This study will take most of the 1997-98 school year with the major organizational changes taking place beginning with the Summer 1998. All ideas and thoughts are welcome.
The United States Distance Learning Association honored the University of Louisville with a Second Place Award for the "Best Distance Education Program in Higher Education" in the nation. KSB Superintendent Ralph Bartley is extremely pleased with the accomplishment attained by U of L's Department of Special Education Distance Education Programs. KSB has been actively involved with the VI program. Many of its staff members have served as course instructors; others have made topical presentations. In addition, students in the program often do their student teaching at KSB.
LSVI had a handbell choir for the first time this Christmas. We had the bells for 15 years, but teachers didn't think that was a viable "life skill" to teach. Try it some time, and then evaluate concentration, attention span, teamwork, commitment, social skills, fright, and pride. Score: Handbells 10, status quo 0. Next year we'll team up with the deaf for "sign singers and bell ringers." That should be fun.
Dr. Richard M. DeMott, Superintendent of MSB, resigned his position in August 1997 and took the position of Superintendent of the Janesville (Iowa) Consolidated School District. Lou Tutt, President and CEO of MSB, has changed the "Superintendent" title to "Vice President for Programs." Lou is currently seeking a qualified, certified, and experienced person in the field of blindness to fill that position. The Annual Plan for MSB this 1997-98 school year has three goals: (1) to improve services to students; (2) to improve organizational performance; (3) to improve fiscal services. Lou's new phone number is: (410) 319-5710.
MSAB has received $400,000 to use toward technology improvements during the next two years from the Minnesota Legislature. Plans for use of the funding include connecting to the Internet, networking throughout the campus, computers for use for students in both the school and dorm areas. Adaptive technology will be available on all stations including speech, enlarged print, braille, and print printers.
Six of MSB's Parent Advisory Council members journeyed to Chicago for the 4th Low Vision Conference, cosponsored by NAPVI, the American Optometry Association, and others. The conference, held October 16-18, brought people together from 43 states as well as Canada, Bolivia, Australia, and Great Britain. The members had many different sessions from which to choose. Everyone was impressed with the computer technology and how it can be adapted for people with visual impairments.
Good things keep coming our way. MSB was recently named a beneficiary of the estate of the late Gladys Greer.The estate has cleared probate and MSB's share is in excess of $270,000 of which $71,000 is in cash, and the remainder is stock in three banking companies. We also received a $25,000 grant from the Phil Hardin Foundation. The grant funds will be used to partially underwrite costs associated with our Sesquicentennial Celebration Conference to be held in March 1998.
Ms. Deanna Jennings has been named Director of Student Services for NMSVH. She is responsible for education, residential, health, support, recreation, and transportation services. NMSVH students are now "dining out" off campus one evening a week in a program that promotes independence and mobility. NMSVH Outreach Services are expanding three-fold, but finding qualified teachers is difficult.
Imagine what it would be like to be a guest at the wedding of Romeo and Juliet! NYISE high school English students studied medieval marriage customs and created an imaginary ceremony and reception for the star-crossed couple. The preparations included invitations, costumes, flowers, and favors. The ceremony focused on the sacred vows; readings from Shakespeare's sonnets; Gregorian chants; and two contemporary love themes: "One Hand, One Heart," and "A Time for Us." The reception was complete with a formal toast, dancing, and refreshments. All the methods of effective teaching were used for a memorable lesson in literature, history, and social customs.
In 1995, the North Carolina General Assembly enacted the "ABC's Plan" a performance-based accountability plan with consequences and incentives to be implemented K-8 in the local public schools in 1996-97. State residential schools were left out of the requirement as is so often the case in North Carolina. The Governor Morehead School petitioned for inclusion, resulting in Senate Bill 352, "ABC's Plan Implementation in Residential Schools." On November 20, Dr. Charles Bernardo, GMS Superintendent gave a report to the Appropriations Committee on progress to date.
The NDSB Family Team sponsored six Parents Nights Out across the state for parents of children with visual impairments. Arrangements were coordinated by a parent in each area, the local teacher of the visually impaired, and an NDSB outreach teacher. This was an excellent opportunity for parents to talk, share ideas, and provide support to one another. Each group will continue to meet within their geographical area.
Members of the OSB faculty are currently serving on a statewide legislative task force to assess how the State of Oklahoma can most efficiently provide students with braille books and materials. The school faculty is also working closely with legislators to secure funding for some major capital improvement projects. These issues are slated to legislative action in the upcoming Spring session. We hope to share a positive report with you in the next issue.
By one of our teachers, Jana McFerron. A PERSPECTIVE FROM WITHIN/Please know that I am listening./I may not see well/And I have other impairments, too, But please know that I am listening./You say to me, Stand up", Sit Down"./ "Hold this". "Do that"./You expect to understand./Please know that I am listening./I can tell when you are frustrated with me./Sometimes I process slowly, sometimes I/don't understand at all./But please know that I am listening./Have patience with me./Occasionally just sit with me, not requesting/things of me constantly./Please know that I am listening./Why do you talk as though I weren't there?/You stand beside me and I hear you./You speak about me negatively, telling others/about my behaviors and actions./Please know that I am listening.
The Western Pennsylvania School for Blind Children opened a Family Resource Center that has been designed to service families with children from birth to five years of age. The Center contains literature on vision impairment and blindness, as well as toys and various materials. Items are available on loan from the Center. It is believed that this specialized service will be helpful to parents who are coming to grips with the needs of young children with severe vision impairment. Too often, these families purchase costly toys and devices, only later to discover that they are not appropriate. By using the Center, parents may borrow materials and "try them out" at home before making a personal investment.
SCSB has had a very successful fund-raiser for the Playground renewal project. The American Girl Doll Fashion Show raised over $100,000. The Lion's Playground for the Visually Impaired has been a fun place this fall. We will cohost a Braille Literacy Seminar for teachers across the state on February 13 at the NFB of SC Center in Columbia. We are seeking a Dean of Students, and the deadline for applicants is the end of January.
The SD School for the Visually Handicapped is seeking a name change in the state legislature. Endorsed by the school's Advisory Council and supported by the SD Association of the Blind,NFB of South Dakota, and the Board of Regents (our governing board), the new name will better reflect our philosophy of independence and our acceptance of the term "blind." The new name will be the SD School for the Blind and Visually Impaired.
Last summer, TSB provided a Summer Enrichment program for high school students, most of whom are students in the local schools. The thrust of the program is to provide enrichment in "blind-specific" areas, such as computer technology, O&M, ADL, Braille, etc. TSB, Middle Tennessee State University, and the State Department of Education joined forces to provide a Teacher Certification Program on TSB's campus this summer. This is a continuing program in which TSB provides the facilities and the supervision of practicum students from MTSU working on their Vision Education endorsement.
Students at USDB were recently involved in a very special musical program presented by one of our neighboring schools. The Sunset Junior High School Orchestra presented a wonderful interactive concert for our children. The musical selections were varied and showcased the talents of these young performers. It was a thrill for our students with visual impairments to have the opportunity to come forward to direct the orchestra during the performance. At the conclusion of the performance, each member of the orchestra went out into the audience and shared their instruments with our students. Being able to actually feel the vibrations from the stringed instruments made the music come alive for these blind youngsters.
VSDB-Staunton is planning a Transition Weekend in conjunction with the Virginia Department of the Visually Handicapped. Plans are also underway to implement some short courses in daily-living-skill instruction for the coming school year. We thank the other state programs who have been leading the way in providing services to blind and visually impaired students in some creative ways. May 1998 bring us renewed strength for our residential programs!
WSSB had the honor of having one of the top 100 science teachers in the country recognized by Tandy Corporation and the National Science Teachers Association. Alan Roth was given this honor for the 1996-97 school year for his work in adapting science methods and materials for students. He was later recognized as the outstanding Middle School Science teacher for the State of Washington. Mr. Roth teaches science to both Middle School and High School students at WSSB.
Connie Corder Newhouse, acting principal, and Robert Allen, director of student living, along with superintendent Jane K. McBride, have been involving the students at WVSB in "learning is fun" activities. In September, Mrs. McBride challenged the students to read a certain number of library books by October 30, and Mrs. Newhouse would "kiss a pig." The books were read and the squealing pig was kissed! The latest challenge is for the students to turn in 300 "A" papers to the office for an ice cream party at which Mr. Allen would be made into a living ice cream sundae. Students are telling Mr. Allen, "We're going to make As and you can't stop us!" WVSB believes students who are happy and having fun are able to learn and achieve.
by Mechthild Gahbler, Phychologist
After working 10 years as a psychologist in the BBS (Bildungszentrum für Blinde und Sehbehinderte) in Nürnberg, Germany and directing the psychological department, I made up my mind to provide myself with some new ideas and perspectives and to look for a new challenge. I didn't feel I was ready for a new job. I like my job and still find it very interesting to work with visually impaired kids, do counseling, and do workshops for the staff.
In this state I met Dr. Waltraud Rath who was working as a professor at the University of Hamburg. Talking to her, we developed some ideas about doing research in my special field of stereotypic behavior, better known as "blindisms." During this meeting, the great idea was born to visit a school for blind in the United States. Professor Rath knows Dr. Phil Hatlen, Superintendent of the Texas School for the Blind and Visually Impaired (TSBVI) very well. So, the idea came true with the help of both, and from September 12 to the October 10, 1997, I visited TSBVI.
When I returned to Germany in October, I realized, that it is different here, and not only because the weather in Germany was very cold-about 40°F/5°C compared to 75°F/25°C when I left Austin. Even the people seemed to be cooler and more distanced. The language is different, but also the buildings and the cars, and so many other things. Different is one of the main words I use, when people ask me how it was. One of my most important impressions is that we live in different cultures, and the cultures are not easy to compare. Because of the cultural differences, the question of who is ahead and who is behind (which surely came up in most of my conversations in Austin and in Nürnberg) doesn't make sense. Or at least there is no answer with a simple "you" or "we." It doesn't make sense to pick out single aspects to compare or take over without relating whatever you're trying to compare within the context of the culture in which it occurs.
I have traveled a lot in my life and visited different countries. But again, I learned to have respect for different cultures. So I tried to adjust, respect, and be curious. This was not very difficult for me, because everybody was very nice and helpful. Here I want to thank everybody who shared his/her time and ideas with me. As this paper is supposed to be rather short, I ask all the kind people who were very helpful to me during this time to forgive me for not mentioning them personally.
Another interesting experience for me was to observe myself and realize an interesting process of change. At the beginning of my 4-week visit at the TSBVI, I was surprised how similar everything was compared to our school, our work, and our kids. This initial impression was completely different than the one with which I left Austin. So again and very clearly, I realized that perception is a very subjective activity influenced by your personal needs (for example feeling acquainted with my new surrounding) and attitudes.
I envied the TSBVI for its technical and personnel resources. This is often a problem in our institution-a lot of good ideas, but money is missing, and/or nobody has the time to work on an idea, or is in a position that is supposed to acquire money and get things going. For example your department for developing curricula-how luxurious and helpful. Also, the braille writers-I was impressed that every student, even the small ones, use them and carry them around. And that even the youngest kids use their cane and are proud of it.
In some ways you might call our institution "back in time," because here most of the blind students still go to special/residential schools. In Bavaria, we separate the students and have different schools for the blind, visually impaired, and lower functioning students. Another aspect which makes it difficult to compare is that most of our students are "academic kids." One major difference in BBS/our institution and the TSBVI that reflects a difference in culture is that here students of all ages live together in coeducational (residential) groups. For our kids, this is the normal learning situation. Even in our AWG's, groups for independent living skills, between 4 and 7 young men and women, older than 18 years, live together counseled by one social worker who is responsible for 2 groups of kids.
One of the positive consequences of having fewer personnel resources compared to the TSBVI might be that the children and adolescents are forced to become more independent and autonomous. They don't have so many people to help them, so they learn to rely on their own resources and on the group. The peer group becomes very important.
Another important aspect for our (the psychological) department is that we have to work as an integrated group to develop solutions together with the residential instructors and teachers and parents as a shared project. None of the participants is the holder of the truth, they develop their own ideas about what to do in each case. One of our jobs as psychologist is to link these ideas and relate them to each other. Sometimes it works sometimes it doesn't.
Concerning my special field of expertise - stereotypic movements/blindisms (rocking, etc.), I was really surprised at how familiar these movements are across all cultures, ethnic groups, and environments. This observation leads me to assume that there is an important effect of neurological or physiological aspects. It made me more sure that the stereotypic behavior itself (not the occurrence) is more than just a learned behavior. Dr. Hatlen supported my way of thinking with his assumption that there are proprioceptive reasons. These observations have given me new ideas, new hypotheses for my research. And if you know anything about it, or have ideas about this phenomena, I would appreciate getting information, mainly research and outcomes concerning physiological processes, such as EEG.
I talked with a lot of people about sterotypic behavior, and I appreciated that they were much more open-minded, which is similar to the way I think. Others often supported my belief that stereotypic movements seem to be a senseful behavior, reasonable and functional, not just a "bad behavior." If these behaviors serve a purpose or function, this makes me think that it's not a good goal of treatment just to make the kids stop the behavior. Instead, the goal might be to help them learn to get the behavior under their control, distinguish between appropriate and inappropriate situations, or find alternatives. Nevertheless, the problems to help the kids are the same.
Flying back to Germany, I took with me a head and heart full of new impressions, ideas, information, and experiences. It will take time for me to think about all of it. But what I got from my visit is a new perspective on my work and, after ten years, a feeling of being refreshed, which I very much appreciate. I would like that people from all departments, who are interested in it, would have a chance to visit schools in other cultures-the one and the other way.
At the end, I have more questions than answers, and even the questions have changed. I don't know, in the sense of being sure, I know less. But now I see how important it is to make precise distinctions. You have to relate your evaluation to your own cultural and personal background. There is no objective truth, but with an open attitude and being curious everything is much more interesting. It feels like seeing more and different and like being enriched concerning my competencies.
by John L. Parrish, Ed.D., Superintendent, Mississippi School for the Blind
I am of that generation to whom historical events have great significance. During my lifetime the Social Security Act became the law of the land; two World Wars and that horrible "police action" in Korea were fought; our country celebrated its 200th birthday; a President and a civil rights icon were assassinated; another President resigned in disgrace; Vietnam and Desert Storm forever changed international politics; penicillin was discovered; and the transplantation of human organs has become almost routine. These are just a few of the events that occurred in the last sixty-five years. It can be seen, however, that the majority of these were not happenings that evoked feelings of pride or caused us to want to celebrate.
In a world that seemingly has little to celebrate, I want to suggest one thing that is historically significant, a source of pride, and a reason to celebrate. I refer to the fact that residential schools have been serving the educational needs of blind children for 169 years. Since the founding of the Perkins School for the Blind in 1829, residential schools have provided exemplary educational programs and services for children whose unique needs could not and would not have otherwise been met appropriately. In spite of consistent attacks which questioned their merit, effectiveness, and legality, residential schools have and are still playing a major role in America's system of education. They continue to be at the forefront in developing innovative techniques, methods, and materials, many of which have gained wide acceptance and application in other areas of education.
In a 1971 report, The Family of Residential Schools, C. Warren Bledsoe said, "Total or partial invisibility to the pupils they served has from the start been the intrinsic fate of the great boarding schools for blind children and youth in the United States. But of late years, it seemed to me, they had become invisible in a figurative sense as well to workers for the blind, including myself." The report published in the AAWB Annual: Blindness 1971 was the result of an informal survey Bledsoe conducted to determine what was happening to residential schools as a result of movement of blind youth into public schools for the seeing. Bledsoe noted that there were 49 residential schools for the blind in the United States. It was of interest to him that only four had been founded in the previous 50 years, and that none had been liquidated except for several formerly black schools that had been integrated with white ones.
Mr. Bledsoe, if you were to ask the same question today, the answer would be much different. What is happening to residential schools? No schools have been founded since 1971. The Michigan School was scaled down and relocated. If the State Superintendent of Education in Wisconsin has his way, that state's school will close at the end of this school year. Serious consideration is being given to closing the Nebraska School. Yes, Mr. Bledsoe, things are happening to residential schools. As you put it, persons suffering from horror institutions still are at work seeking the demise of the family of residential schools.
The citizens of states across America have long recognized their obligation to provide for the special education needs of visually impaired children. Evidence of this is the fact that viable residential schools have existed for 150 years or more in nine states. The schools are: Perkins School for the Blind (Massachusetts-l829), New York Institute for Special Education (1831), Overbrook School for the Blind (Pennsylvania-l832), Ohio State School for the Blind (1837), Virginia School for the Deaf and the Blind (Staunton-1839), Kentucky School for the Blind (1842), Tennessee School for the Blind (1844), and Indiana School for the Blind (1847). Four others, Mississippi School for the Blind (1848), Illinois School for the Visually Impaired (1849), South Carolina School for the Deaf and the Blind (1849), and Wisconsin School for the Visually Handicapped (1849) will reach their sesquicentennial anniversaries before the year 2000. Six others will reach the 150-year milestone by the year 2010.
If these and the other special schools for the blind are to continue being major players in the fight to sustain public education, a major effort must be undertaken to proclaim and recognize the many people, organizations, and agencies who over the years have devoted their lives and resources to helping blind children learn to help themselves. The time for residential schools to throw off the cloak of anonymity under which they have operated for over a century and a half is long overdue.
It is time for parents and residential school educators to join in a common purpose: the shared responsibility for achieving educational excellence in all schools serving blind and visually impaired children. Opportunities must be provided for parents and professionals to exchange ideas on how this vital relationship can be strengthened in an atmosphere of cooperation.
It is a known fact that there has never been a time in the history of educating blind children when there were enough properly trained teachers to meet the need. In recent years, as federal and state funds became less available, a number of teacher preparation programs have gone out of existence. We believe it is time for school administrators, state education officials, university leadership personnel, and telecommunications experts to come together to discuss joint efforts to alleviate the chronic teacher shortage.
The United States Department of Education recognizes that a wide array of placement options is necessary to meet the individual needs of all students with visual impairments. Opportunities for residential school and local education agency personnel to engage in meaningful and constructive dialogue must be enhanced to ensure that each visually impaired child is afforded the opportunity to learn in the most appropriate environment for him or her.
Another issue of great importance is the need for discussions on a "core curriculum" for visually impaired students. It is time for local school districts and residential schools to share ideas and concepts and to take steps to incorporate best practices in their respective programs.
As our staff undertook the process of planing for the 150th Anniversary of the Mississippi School for the Blind, we became convinced that a vehicle was needed that would provide an opportunity for residential school personnel from across the country to come together to: (1) network with friends and colleagues; (2) to engage in meaningful sharing and dialogue related to issues, problems, achievements, strengths, weaknesses, advantages, and disadvantages of residential schools and the programs; and (3) to hear leaders in such fields as educational technology, personnel preparation, curriculum development, and behavior management discuss current trends and information
For this reason we will be hosting a conference on the education of blind and visually impaired children. It is our hope that the conference, the title theme of which will be, Through The Years: A Celebration of Special Schools for the Blind, will bring national recognition to the outstanding work being done by residential schools on behalf of blind children. The conference will convene at The Edition Walthall Hotel in Jackson, Mississippi, March 26, 27, 28, 1998. Administrators, faculty, counselors, curriculum specialists, houseparents, and parents of visually impaired children associated with residential schools nationwide are invited to participate in this historic event. Local education agency staff and personnel from state departments of education, as well as vocational rehabilitation administrators and counselors, are also invited to participate.
Yes, much has happened since 1829. America has moved from horseback to the space shuttle; from signal fires to the information super highway; from the farm to urban sprawl; yet one thing has remained constant. Residential schools and their graduates continue to exert positive influences in the shaping of our society. I think that is Something to Celebrate!
The Principals of Schools for the Blind (POSB) invite nominations for the following awards:
1998 Outstanding Teacher of Students who are Blind or Visually Impaired
1998 Outstanding Teacher of Students who are Blind/Multiply Disabled
1998 Outstanding Residential Life Staff Member who is Currently Working with Blind
or Visually Impaired School-Age Children
1998 Outstanding Paraprofessional who is Currently Working with Blind or Visually
Impaired School-Age Children (example: Teacher Assistant)
1998 Outstanding Related Service Provider (example: Occupational Therapist, Physical
Therapist, Speech/Language Therapist, Orientation and Mobility Specialist)
• Nominations should state clearly which award is appropriate, and this decision
should be
based upon the individual's 1997-98 work assignment.
POSB can only accept a maximum of five (5) nominations per school (one per award).
Nominations must include six (6) copies of all of the following documentation. Items submitted will not be returned. Nominations must be postmarked by March 31, 1998.
1. Nominating letter
2. Nominee's personal commitment to his or her chosen profession (500 word maximum)
3. Resume detailing degrees, training, experience, publications, presentations, special projects
4. Copy of recent evaluation
Nominating letters can be supported by any or all of the following:
• letters of support from administrators, peers, parents, students
• portfolio evidence of instructional innovation, curriculum development, special projects
• and/or any other relevant documents
Awards will be presented at the COSB meeting held in conjunction with the annual meeting of the American Printing House for the Blind, October 1998, in Louisville, Kentucky.
Send six copies of required nomination documents postmarked by March 31, 1998:
Robert Warren
POSB Awards Committee Chairperson
Oklahoma School for the Blind
3300 Gibson Street
Muskogee, OK 74403
(918) 682-6641
COSB members who attended the Institute in Louisville in October 1997 will recall that four topics were presented and discussed: (1) Justifying Our Costs; (2) Measuring Our Outcomes; (3) Marketing Our Strengths; (4) Thriving in a Hostile Environment. Discussion was lively, exciting, and productive. Howe's Now intends, over the next few issues, to focus on these topics in articles and comments. Action plans were developed at the Institute that will be presented in future Howe's Now issues.
We invite all of you to participate in further discussions of these topics by writing material for future editions. Following are two of the presentations: Marketing Our Strengths and Measuring Our Outcomes.
Phil Hatlen
Marje Kaiser, South Dakota School for the Visually Handicapped
Whether we use the term "marketing", "advertising" or "public relations," we are responsible for sharing information about our schools and shaping our public image. In fact, everything we do or don't do has a public-relations impact. "The key to marketing the service is the service itself," and "if you are selling a service, you are selling a relationship." (Beckwith) It is our job to build that positive relationship and share the good news about the impact our schools have had on the lives of children and their families.
Stay aware of the fact that both internal and external publics need to be kept informed. Internal communication with staff and parents is as essential as external communication. You need to think about who you need to reach, how you can most effectively reach them, and how often they need to hear your message.
Before you plan your public-relations efforts, it's useful to know what your publics think of you and your service. As you plan, work for consistency between your mission and philosophy and your marketing approach, and portray a professional image in everything you do.
As you develop your schools' public-relations plan,
Just as public schools and universities work to reach their publics, so must we at schools for the blind. Too often parents and the general public say they hadn't heard of our schools or didn't know what we had to offer. It is our responsibility as school administrators to see that the task of marketing our schools is done and done well. We have great stories to share! There is no advantage to being the "best kept secret." Let's get the word out!
Gene McMahon, The New York Institute for Special Education
My daughter is a fan of a TV show where the lead character gets a copy of the newspaper a day early-day before the events actually occur. Through the magic of COSB, I have been able to obtain copies of some future newspapers, and I would like to read to you some of the headlines. From the San Francisco Chronicle dated May 11, 1998, it reads: "President Clinton, after participating in the Second Governor's Conference on Education in Palo Alto, announces that the Governors have agreed to a unified system for measuring educational outcomes. Furthermore, it was announced that all Federal Aid to States for Education will be based on the states' success in achieving those outcomes. The outcome measures that were agreed upon by the Governors are average SAT scores, percentage of students going to college after High School, and percentage of students taking Advanced Placement courses in High School."
Not in the newspaper
is a meeting of COSB superintendents a year later. At the meeting the superintendents lament that the outcomes chosen by their governors have no relevance to the vast majority of students they serve. In addition they complain that all state money is being channeled to efforts to improve academic performance of non-disabled children, and their legislatures are now looking closely at the large amount of money that is going to the school for the blind, with so few students.New York Times
,June 1, 1998, it reads: "The New York State Education Department reports in a Consolidated Special Education Report that students at the state-supported schools for the deaf gained eight tenths (.8) of a year of academic growth in Reading over a two-year period. Legislators and local school officials call for the return of all deaf students to public school classrooms."Not in the newspaper:
the fact that based on national figures for deaf students eight tenths of a year's gain for two years of instruction is typical progress; 93 percent of students at the NY state-supported schools are prelingually deaf as compared to 45 percent for the overall deaf, school-age population; 85 percent of students at the NY state-supported schools are considered to be of a low socio-economic status as compared to 15 percent for the overall deaf, school-age population; over 25 percent of the students in the state-supported schools are children of immigrant parents who received no schooling before age eight.Washington Post
, August 15, 1998. It reads, "The US Department of Education announced the awarding of a five-year grant to a consortium of universities to develop tools to measure educational outcomes for children with visual impairment and blindness.Not in the newspaper:
Two years after the awarding of the grant, State Education Departments made decisions and implemented an outcomes measurement system. Though inadequate for measuring and analyzing services to visually impaired students, these systems are now ingrained and are used for policy making and funding decisions, rather than to develop new measurement tools.Although fictional, I submit to you that these stories may very well be an accurate picture of events to come. While we are often uncomfortable with the idea of measuring outcomes, our choices are either to develop outcome measures that are relevant and valid or to rely on others to measure them with inadequate tools and methods. The option not to measure outcomes of our interventions is not one that is available to us.
I further submit to you that the discomfort that we and our staffs often have with outcomes measurement is related to accountability. My experience in talking to superintendents is this is not a fear that someone will find out that we are doing a bad job. Rather, the fear is that the methods used for measuring and reporting outcomes will measure the wrong things; will be incomplete; will be superficial in the way they measure; and will lack the depth in interpretation necessary for getting true meaning. As it relates to specialized schools for the blind, I would like to offer a hypothesis which further confounds this fear. I believe that the essence of what makes specialized schools for the blind effective is not specific interventions, no matter how exceptional they are, but rather the gestalt of what students receive at these schools. If this is true, then the talk of valid measurement becomes even more complex.
You have probably heard people say that in every crisis there is also an opportunity. I don't believe that myself. Some things are just bad, and that's the end to that story. But in relation to the measurement of outcomes, I truly believe we have a real opportunity for COSB schools and indeed for all visually impaired children. The field is crying out leadership, and COSB has the ability to fill that void. There are two reasons why: Superintendents have recognized the need to measure outcomes and COSB schools provide an available sample of children who could participate in trials as appropriate outcome measurement tools are developed.
For the last 9 months, I have led a project in New York to measure and report educational outcomes of the 11 state-supported Schools for the Deaf and Blind. Nine months ago, few thought that it would be possible. Today we have comprehensive information about educational outcomes at all the schools. What exists today is not perfect or even close to perfect. It does, however, put us well ahead of any other school or I further submit to you that the discomfort that we and our staffs often have with outcomes measurement is related to accountability. My experience in talking to superintendents is this is not a fear that someone will find out that we are doing a bad job. Rather, the fear is that the methods used for measuring and reporting outcomes will measure the wrong things; will be incomplete; will be superficial in the way they measure; and will lack the depth in interpretation necessary for getting true meaning. As it relates to specialized schools for the blind, I would like to offer a hypothesis which further confounds this fear. I believe that the essence of what makes specialized schools for the blind effective is not specific interventions, no matter how exceptional they are, but rather the gestalt of what students receive at these schools. If this is true, then the talk of valid measurement becomes even more complex.
You have probably heard people say that in every crisis there is also an opportunity. I don't believe that myself. Some things are just bad, and that's the end to that story. But in relation to the measurement of outcomes, I truly believe we have a real opportunity for COSB schools and indeed for all visually impaired children. The field is crying out leadership, and COSB has the ability to fill that void. There are two reasons why: Superintendents have recognized the need to measure outcomes and COSB schools provide an available sample of children who could participate in trials as appropriate outcome measurement tools are developed.
For the last 9 months, I have led a project in New York to measure and report educational outcomes of the 11 state-supported Schools for the Deaf and Blind. Nine months ago, few thought that it would be possible. Today we have comprehensive information about educational outcomes at all the schools. What exists today is not perfect or even close to perfect. It does, however, put us well ahead of any other school or school district in meaning well in measuring and reporting outcomes. It places us in a leadership role in affecting how the New York State Education Department will measure outcomes for all disabled students.
COSB schools can play the same role nationally. To wrap up, I want to throw out a few ideas that have come from my experience on this project. It is my hope that they will be challenged, modified, rejected, or accepted in our discussion group.
The most important element in the measurement of outcomes for COSB schools is the depth of analysis by which the data is treated.
The most important element necessary for depth of analysis is the capacity to disaggregate outcomes.
Disaggregation of data can only be obtained by using a unit measurement system; collect data by individual subject rather than by using summaries.
The most serious obstacle to measurement outcomes systems for visually impaired children is the lack of appropriate and practical measurement tools. This is true in academic areas but is especially true in non-academic areas.
We can only obtain meaning in data analysis by comparing to other groups.
We will have to develop standardization in tools and codes.
We will not answer directly whether one type of placement is more effective than another. Instead we will be able to describe the benefits of the interventions that we offer.
The primary purpose of developing and implementing an outcomes measurement system is program improvement. Advocacy and public relation uses become ancillary benefits.
he U.S. Department of Education held six public hearings at which individuals and organizations were invited to provide input on the proposed regulations for implementation of IDEA. COSB was represented at five of these hearings, and some of our members did an exceptional job of presenting the COSB perspective to the regulations. Thanks to Yvonne Howze, Stuart Wittenstein, Ken Miller, Herb Miller, and Dennis Thurman. Howe's Now has selected the testimony presented by Dennis as representative of all these speakers. His testimony follows.
November 24, 1997
My name is Dennis Thurman, Superintendent of the Iowa Braille School. I am also a past-president of the Council of Schools for the Blind. We represent 47 specialized schools for blind, visually impaired, and multidisabled students across the United States and Canada. It is an honor to appear before you today representing the thousands of students served in these schools.
First, let us commend you for an outcome-oriented approach focusing on better results for children with disabilities rather than simply ensuring access: this is a progressive move that will positively impact every blind student in this country. We all know access to an educational program is only part of the struggle for many students with visual difficulties. If quality is not present, what has been gained by access?
We in the residential schools have always focused on quality outcomes for our students. We would be happy to continue discussing with you what outcomes might reasonably be expected for all visually impaired students, regardless of placement.
We are also very gratified to see that many of the preliminary comments we filed this past summer have been addressed in the proposed regulations. We appreciate the clarification in the note to Section 300.12, clearly stating General curriculum refers to curriculum content, not placement. Also, the note at section 300.130 concerning least restrictive environment (LRE) and placement-neutral funding does not interfere with any student's or parent's right to a full continuum of placement options.
The inclusion of Orientation and Mobility (O&M) as a related service is central to the educational well-being every blind, visually impaired, or multidisabled student in America deserves. It is also very important for these services to be delivered by qualified professionals, an aspect you so rightly addressed in the proposed regulations. All who work in schools should be prepared in a professional manner by preparation programs based on sound pedagogy and research. O&M deserves to be treated in no different fashion.
Braille is of utmost importance when planning for the education of blind students. Although you have restated in the proposed regulations the statutory language, may we suggest some further clarification is needed. We believe a cross-reference to the excellent Policy Guidance on Educating Children Who Are Blind or Visually Impaired (OSEP 96-4, November 3, 1995) would be most appropriate.
At Section 300.501, may we also suggest there be a much stronger directive that all parents receive information about services available for their children, including their right to know about services available from the residential school in their state or region. Sadly, in a recent survey conducted by Dr. Eugene McMahon of the New York Institute for Special Education, parents were asked about the placement information given at their child's IEP meeting. It is tragic to learn that 72 percent of the parents reported the only options explained to them by their IEP team were those being recommended by the team. Further, although 45 percent of the school districts indicated they explained more than one option was available to their parents; 55 percent did not. Finally, in a tragic case of parents not knowing about options for their children, 30 percent of the parents of blind and visually impaired children in Wisconsin did not know there was a school for the blind in their state. How can parents begin to make careful decisions for their children, when they do not have the tools to use?
If we are to truly discover what is appropriate for each child, we must begin with options. It would appear such is not the case presently. Let's take the opportunity, through these proposed regulations, to correct an oversight that may negatively impact so many. Clearly, the proposed regulations must mandate to every school and IEP team in this country the absolute necessity of providing parents with information about the basic choices available for students. To do any less is to give lie to a basic premise of the law: appropriate education for everyone.
A presentation by Michael J. Bina, Ed.D.
To the Wisconsin Legislative Joint Senate/Assembly Education Committee: December 16, 1997
My name is Michael Bina, Superintendent of the Indiana School for the Blind. I am Past President of the National Council of Schools for the Blind and the International Association for Education and Rehabilitation of the Blind and Visually Impaired.
I was a Wisconsin resident for ten years beginning in 1973 as a teacher at the Wisconsin School for the Visually Handicapped (WSVH) and a CESA director of special education in Evansville, Edgerton, and Milton.
After 32 years of experience working with blind people, I believe that blind children can benefit being educated in both their local school districts and at the school for blind where they can get the best of both worlds.
However, if the local district does not have all the services in the required intensity and frequency, and the child only survives at best-and cannot thrive at all- then, as Wisconsin DPI Dr. John Melscher taught me, "the most productive setting" for that child is a 'safety net' alternative to the public school. Without WSVH, there would be nothing on which blind students could fall back.
Nationally 7% of blind children are in residential schools with 93% in local districts. In Indiana 10% of our students are returned to their local schools each year, and like a revolving door, our programs bring in and return children who need and benefit from both options.
Realistically, there will always be a need for alternative placements. While laws promote regular education placement to the maximum extent possible, they do not require, or did not intend it as the only placement. One size (or option) typically cannot fit all children. Schools for the blind are for some kids all of the time, and for some kids some of the time.
One parent wrote: "Do not lump our children into one basket. They are individuals. Some do well mainstreamed, some do much better in a school for the blind." President Clinton proclaimed 1997 as the Year of the Specialized School-at the same time the recommendation to close WSVH came out.
The President stressed: "America's schools for the blind have played a vital role in enabling people throughout the United States to become independent and to make their own vital contributions to our society."
"We celebrate and promote the history of excellence, the commitment to quality specialized services, and their successes-past, present, and future. [They] are a critically necessary and vital part of the continuum of options necessary for the appropriate education of children with visual disabilities-and as the least restrictive environment for many children."
Nationally, schools are undergoing a strong upsurge in enrollment. The Indiana School for the Blind's enrollment, currently at 204 students, increased 13% in the past 5 years and 25% in 10 years. VSVH's enrollment in 1978 was 125 students, and one factor was the ever-present DPI Vision Consultant on campus at least weekly familiarizing parents with WSVH.
Because of Indiana's DPI, state legislative, and local district cooperation and support, our enrollment is steadily increasing-and we are undergoing a legislative-mandated study to determine how we can better serve even more students.
Nationally, however, only 28% of the parents had a school for the blind placement explained to them, and 55% of the local administrators admitted they did not explain this option to parents (McMahon, 1997). In America, mandated services are not being fully disclosed to tax-paying parents.
In Indiana, most referrals for outreach and short-term services come from districts that have strong VI programs. Those who know the most about blindness know that a one-specialist program cannot always meet all of the complex needs of all blind children.
The National Agenda and a Policy Guidance Statement from Washington emphasize the unique and scarce blindness services that are often not available in local districts, not because of unavailability of funding, but because of the unavailability of trained and certified staff.
The critical national VI and O&M teacher shortage, where the demand is far greater than the supply (even in Texas which has three training programs) concerns the National Association of State Directors of Special Education Task Force.
Wisconsin, not having a teacher training program, would have an impossible task to recruit the required number of certified specialists if students left WSVH, where they are already receiving comprehensive services, to go to districts that could not meet their needs initially.
Efforts to strengthen existing programs are in the better interest of children, their families, and Wisconsin's communities than mounting initiatives to eliminate a proven and vital option such as WSVH.
Hearing from my WSVH col-leagues, I am struck, but not surprised, by their advocating to keep WSVH open-not to save their jobs, and not to save their school-but to save Wisconsin's school that is clearly needed for Wisconsin's blind children.
Thank you Mr. Chairman and members of the committee.
by Phil Hatlen
The Josephine L. Taylor Leadership Institute (JLTLI), sponsored by the American Foundation for the Blind (AFB), is traditionally held in March every year. In 1998, as in the past few years, the primary topic on the agenda for parents and educators will be the National Agenda. This year, AFB and the National Agenda leaders have agreed to feature the necessary Parent/Professional Partnership that will assure the successful achievement of the eight goals of the National Agenda. AFB will be providing a limited number of parents with a reduced cost for registration, and COSB member schools are urged to consider sponsoring one or more parents to attend the JLTLI. On a national basis, no movement in the education of children with visual impairments has better illustrated the vital importance of parent/professional partnerships. At the JLTLI, we will be celebrating this partnership and exploring ways in which to assure the equal participation of parents and professionals in working to achieve the goals of the National Agenda.
COSB schools should be on the cutting edge of the National Agenda movement. Our commitment to quality education for children who are blind or visually impaired requires us to become active leaders in achieving the goals of the National Agenda. We should also be examples of how to partner with parents so that children will thrive and grow.
The National Agenda leadership is convinced that we will meet our goals only if parents are active, equal partners in the process. My commitment is that the Texas School for the Blind and Visually Impaired will sponsor one or two parents to attend the JLTLI in order to participate in the National Agenda sessions. I challenge my fellow COSB members to do the same.
To receive additional information and details regarding the Josephine L. Taylor Leadership Institute, including 1998 pre-registration materials and the "JLTLI Bulletin," contact Kathleen Geier at 212-502-7641, or kathyg@afb.org.
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