Fall 2011
Letter from the President
This past June 16 graduates said goodbye to Perkins and joined the ranks of alumni who have passed through our campus gates. Years from now, any one of these individuals could be the next scientist leading cutting-edge research that paves the way to a major breakthrough in medicine. Another alum could be a gifted athlete, artist, writer or educator who will prove to be a driving force in their community, the nation or the world.
All our students have unique gifts, talents and abilities. Our job is to give them the tools to make them strong, to encourage them to believe in themselves, and to give them the education, independence and support they need to realize their potential.
Part of that task is to show each of our students the possibilities the world holds. Just as critical is our job to advocate to the community the importance of inclusion, accessibility and the rights of all individuals to education and equality. In this issue of “The Lantern,” you’ll learn about a new technique being used in our science classrooms that allows students to listen to data on a graph. You’ll read about a new sports initiative our Outreach Program conducted to encourage public school students to lead active, healthy lives. And you’ll celebrate milestones reached at the 5th Africa Forum, the only international conference dedicated to individuals with blindness and visual impairment on the continent.
Making our world accessible is the only way we can truly realize what is possible. At Perkins, we strive to give children and adults all over the globe every opportunity to make their mark. Be sure to stay tuned. You won’t be disappointed.
Sincerely,
Steven M. Rothstein
President, Perkins School for the Blind
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Board of Trustees
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Secretary |
Elizabeth Cabral Curtis |
W. David Power |
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*Appointed by the Governor of the Commonwealth
Contents
Local
Regional
Global
Names and Faces
- Doors to Grousbeck Center to open in November
- Campus expands independent living space
- Pond gate dedicated to Al Gayzagian
- Ellis Hall delights Perkins audience
- Former director honored
- Campus drinks in Stanley Cup
- Jazz in the air
- New trustee joins board
Perkins
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The next (sound) wave of science education
Auditory graph gives students new way to interpret data
What does the future of science education for students who are blind sound like?
A bit like the siren of a police cruiser, it turns out.
The electronic tone, which oscillates in pitch, is actually an auditory graph – an aural representation of temperature changes in this particular experiment involving a beaker of water. The temperature is measured by a probe, which transfers data to a computer, which then translates it into a sound pattern. Students who can’t see a printed graph can now hear the results of a science experiment.
It’s all thanks to Cary Supalo, a chemist and entrepreneur who is blind. He created breakthrough technology that allows visually impaired students to conduct the same experiments in science class as their sighted peers.
Supalo and several aides came to Perkins in May for two days to teach instructors, teacher’s assistants and other staff members how to use his technology.
“It makes possible a whole range of things we couldn’t do very easily before,” said science teacher Kate Fraser.
Supalo, who lost his eyesight when he was 7 years old, wanted to share his passion for science with students who are blind. So he created software that allows standard science equipment to interface with JAWS, a text-tospeech computer program for people who are blind. It can then output data in various audio formats. Students can listen to data read outloud as numbers, or hear an electronic tone that can, for example, rise in pitch as temperature increases. The audio tone allows students to form a “big-picture” view of data, said Fraser.
“Sometimes knowing the trends of the graph is just as important as pointto- point data,” she said. “This way, students can create a different kind of mental picture.”
During their two-day training, Perkins educators got a hands-on opportunity to practice different science experiments. Surrounded by beakers and laptop computers, they measured speed, temperature, salinity and more. They also conducted experiments with their eyes closed, to simulate a student’s experience.
“It was a fun-filled couple of days – but very, very busy,” said Fraser.
With their new knowledge, teachers have started incorporating Supalo’s technology into summertime science classes.
Students are responding very positively, said Fraser. One technologically savvy student, “with just a little bit of verbal instruction, was able to collect temperature data and create a graph – within minutes!” she said. “That’s pretty impressive.”
Moving forward, the school will make the technology available to its itinerant teachers for use with public school students who are blind.
But the long-term goal is to make learning exciting and fun for students with visual impairments, said Fraser.
“We’re hoping that this will get more of our students to love science,” she said.
A new breed of educator
Facility dog connects with students beyond academics
The newest educator at Perkins can’t read or write, didn’t earn a degree and has never touched a computer.
But students adore him. And why not? He cuddles up to them and loves to be petted.
Meet Norm, Perkins’ facility dog. The two-year-old yellow Labrador and golden retriever mix with floppy ears and expressive brown eyes has been a popular member of the school community since November 2010.
“He’s a live therapy tool,” said Jen Feinstein, an occupational therapist and Norm’s facilitator.
Norm was provided to Perkins by Canine Companions for Independence, a California-based non-profit. Bred for calm temperament and good health, Norm spent his puppyhood with a family in Maryland before attending “Dog College” for six months in New York.
Unlike guide dogs that help people who are blind to navigate, facility dogs like Norm are trained to provide companionship and emotional support in hospitals, schools and other institutional settings.
Feinstein took a two-week course to learn to work with Norm, and then accompanied him to Perkins. On the job, Norm helps students develop self-confidence and other skills they need for future independence.
For example, Norm helps some students get comfortable with dogs.
“A lot of students who are blind don’t have a lot of experience with dogs,” Feinstein pointed out. “But dogs are everywhere in the world – [students are] going to have to experience dogs in their lives.”
Norm also motivates students to participate in occupational therapy sessions and encourages greater social interaction, Feinstein said.
At a recent sensory motor integration class, Norm worked his canine magic with two students with visual impairments and developmental disabilities. Both students have difficulty interpreting sensory and tactile information.
Feinstein invited Tyler, 19, to recline in a bean bag chair. Norm leaned forward and licked Tyler’s nose. A wide grin broke out on Tyler’s face.
At Feinstein’s command, Norm settled across Tyler’s lap and Tyler began to pet the dog. “Tyler, find Norm’s tail,” Feinstein instructed. Tyler reached out and traced his hand down Norm’s back until he found the furry tail. Norm obligingly wagged it.
Later, the other student, Rebecca, 18, sat in a chair. At Feinstein’s command – “Shake!” – Norm delicately placed his paw in Rebecca’s hand.
Rebecca shook the paw and said delightedly,“Nice to meet you,Norm!”
Norm lives with Feinstein when he’s not working, and commutes to work with her. She practices commands with Norm every day, but her fourlegged sidekick also gets plenty of time to chase Frisbees and take long walks.
Like all professionals, Norm is compensated for his work.
“His paycheck is love and affection,” said Feinstein. “He loves to be with people.”
Fitness for life
Sports week gets public school students with visual impairments in the game
It was just a long rope, dangling innocently enough from the ceiling of the gymnasium. All the same, it had bested Glynnis, 12, of Cambridge, New York, when she tried to pull her body up its length.
“It was hard!” she exclaimed, her head bobbing up and down in the swimming pool as her peers finished laps.
But if rope climbing wasn’t her event of choice, Glynnis had many more opportunities for personal challenge. She was in the middle of a rigorous, multi-day lineup of swimming, beep baseball, indoor kayaking and goalball. And, before this particular day’s end, she would add tennis and rock climbing to that list.
There was little downtime during the five-day Summer Sports & Fitness Program, a new offering from Outreach Services designed to get public school students who are blind or visually impaired excited – and motivated – about staying healthy. The program also introduced students to sports with special adaptations, such as a baseball that emits beeps to help players track it. The program was funded by the CVS Caremark Charitable Trust, with additional support from the Gordon and Llura Gund Foundation and the Shirely Shattuck Windsor Charitable Trust.
“Some kids don’t really know what’s out there for sports,” said Matt LaCortigia, adapted physical education coordinator. “Why is it important to lead a physically active lifestyle? What’s going on with your body when you’re exercising?”
“We want them to be comfortable advocating for themselves – seeking out activities they might want to participate in, and ultimately lead a healthier life through knowledge and movement,” said Mike Pecorella, Perkins physical education teacher. The program also incorporated lessons on nutrition. Cheryl Austin, a registered dietician who is visually impaired, shared tips with students about feeding their bodies well. She passed around a deck of cards to illustrate the recommended size of a serving of meat, poultry or fish. A tennis ball that followed demonstrated the size of a serving of pasta.
“That really resonated with them,” she said.
Austin, a marathoner who also held the female National 5K Champion title for the United States Association of Blind Athletes in 2007 and 2008, was a great role model for students who might be wondering about their own abilities, LaCortiglia said.
“We want to show the students that they can participate in sports, have success and be competitive,”he added.
For at least one student, it seems that take-home message had already made an impact.
“I love the competition of swimming,” said Ibrahim, 20, of Brookline, moments after completing his backstroke. “I’m going to try out for the swim team at my high school.”
A feeling for sculpture
Students enjoy Chihuly works at Museum of Fine Arts Boston in exclusive hands-on experience
Secondary Program student Laurie, 20, ran her fingers over a sleek, flowing piece of glass sculpture. She couldn’t see its vibrant hues, but her fingers gave her all the information she needed.
“Touching the sculptures gave me an image in my mind of what it looks like,” she explained. “It lets me paint a picture in my brain.”
That was the goal of the visit to the Museum of Fine Arts Boston, said Bruce Blakeslee, art teacher in the Secondary Program. Seven Perkins students experienced the “Through the Looking Glass” exhibit, comprised of pieces by Dale Chihuly, worldfamous for his enormous hand-blown glass sculptures that resemble magical chandeliers, undersea neon gardens and glowing icicle towers.
“Our fingers can show us details that our eyes miss,” Blakeslee said. “Our students love going to the museum, touching art works and ancient things.”
Students had special permission from the museum to handle various components of the sculptures, including pieces that looked like whimsical flowers and elongated Christmas tree ornaments. They also met Chihuly, who explained his work and artistic techniques, and described the pieces they touched.
“If you feel the surface, you will feel it is like a pineapple,” he said, as students handled an object that resembled an ornate light fixture crossed with a tropical fruit.
Students were very excited to meet the artist, said Blakeslee. “They were thrilled to discover that Mr. Chihuly was, in fact, visually impaired. They were like – what?”
Chihuly lost one eye more than 30 years ago in an automobile accident, and told students, “Because I don’t have the sight in my left eye, I don’t have any depth perception.” He speculated that his limited vision made him “see things differently” and helped make his work unique.
Perkins students have been visiting the MFA for nine years as part of an ongoing collaboration between the museum and school to make art available to people with visual disabilities. The MFA’s “A Feeling for Form” program lets students engage in tactile exploration of selected works of art.
It’s important for museums to be accessible to students who are blind, Blakeslee said.
“It gives them access to cultural things that everyone else takes for granted,” he said. “Our kids will come out of there with a different sort of appreciation for the same piece. There’s no right or wrong way on this. Art is like a room with many different doors. We may not all get in through the same doors, but we all fit into the same room.”
Strength in numbers
Largest Africa Forum yet spreads education, empowerment and technology across the continent
For five days in July, Accra, Ghana was transformed into a bustling hub for the exchange of ideas, information and empowerment for individuals living with blindness or visual impairment.
The 5th Africa Forum, sponsored by Perkins, Sight Savers International, the World Blind Union and the Norwegian Association of the Blind and Partially Sighted, drew 400 individuals ranging from consumers and educators to members of nonprofit organizations and manufacturers. Some came to share their personal stories of living with a disability. Others came to network and unite in their advocacy and awareness efforts. Still more came to experience accessible technology available for the first time in Africa, a major step toward the inclusion and empowerment of all individuals with disabilities on that continent.
“It’s become something of a marketplace where people come to buy and share,” said Martin Kieti, senior consultant for the Institutional Development Program and Perkins’ consultant in Africa. “It’s the place to be in Africa.”
The seeds of Africa Forum were planted in 1996, when the continent’s first and only pan-African conference dedicated to organizations of and for the blind attracted 75 attendees. The program was an overwhelming success. Much anticipation at this year’s conference swelled around the launch of TechShare Africa, presented by the Royal National Institute for the Blind, to introduce and showcase assistive technology from a range of manufacturers. The event was a critical step toward improving the inclusion and empowerment of individuals who are blind or visually impaired, Kieti said.
“TechShare is exposing African consumers to the available products out there,” said Kieti. “And for the manufacturers, it’s the first time they’re coming to Africa, and they’re finding a whole market sitting there waiting.”
The number of individuals in need of assistive technology is growing. About 15 percent of the world’s population – more than one billion people – lives with some form of disability, according to the international report compiled by the World Health Organization and the World Bank, unveiled at Africa Forum.
The five-day program also launched the Ghana Braille Authority, a major milestone for the support of braille literacy for Africans. The Authority will assist in the development and standardization of braille in that country. The Forum was also the largest gathering to date of individuals with albinism, and provided an opportunity for discussion and advocacy.
The 6th Forum, scheduled for 2015, will build on the successes of this summer and work to include even more stakeholders. Issues affecting individuals with deafblindness will likely have a central role, and TechShare Africa will return with more manufacturers and more examples of technology.
“Africa Forum has grown into one of the major conferences on blindness in the world,” said W. Aubrey Webson, director of Perkins International. “Perkins is proud to be a leader with the African people in making this event relevant and successful.”
Expanding internationally
Perkins Products launches new line of branded products
The newest name in adaptive technology is a name that’s been around for 182 years: Perkins.
This summer, Perkins Products launched a new line of Perkinsbranded items that will give more people around the globe access to products that will expand their opportunities for literacy, mobility, communication and enjoyment.
Perkins Products, a division of Perkins School for the Blind, offers high- and low-technology adaptive devices and training to bring greater independence to people who are blind, visually impaired or learning disabled.
Bill Boules, an accessibility specialist for the Alabama Department of Rehabilitation Services, recently ordered about 30 of the new Perkins Products refreshable braille displays. These displays connect to computers and translate screen text into braille characters for people who are blind.
“My job is to give people tools to be successful,” Boules said. The Perkins displays “build confidence” among his clients, he said. “They can use their computers more quickly and efficiently. Most of our clients didn’t know this type of technology existed.”
Dagmar Krause of Braunschweig, Germany, was excited to discover the Sudoku Touch game, another new Perkins Products’ offerings. The game, made of birch wood, has a grid on top for the game tiles and comes with 40 puzzles of varying degrees of difficulty.
“Because the game is braille and large print, I can play it with my sighted friends,” Krause said. “It is really great to be able to move from easy to hard puzzles. I like the Sudoku game very, very much!”
The new Perkins-branded items capitalize on the organization’s historic name and reputation for excellence and innovation, said Laura Matz, director of marketing and sales at Perkins Products.
“Perkins is a worldwide-known entity,” said Matz. “There is respect associated with it, both in terms of education that’s done around the world, as well as products like the Perkins Brailler®. It only makes sense to try to expand the brand internationally by having products that can be sold anywhere.”
Other new Perkins-branded products include:
- A Next Generation Electric Brailler that works both electrically and manually. “This is something that people have been asking for, especially in developing countries where sometimes you have access to an [electrical] outlet, and sometimes you don’t,” Matz said. “This gives you an option.” The hybrid Brailler adapts to worldwide electrical standards.
- High-quality, German-made portable magnifiers. These hand-held and stand magnifiers include a bright, high-contrast LED light for reading or viewing objects.
“Where there’s an opportunity to connect people with products that can be useful to them, that’s where we want to be involved,” Matz said. “We want to fill a need in the market."
Go to Perkins Products to learn more, or call 617-972-7308 to schedule a hands-on product demonstration at The Demo Center.
New Grousbeck Center for Students and Technology prepared for grand opening
Students reveled in an exclusive sneak preview of the Grousbeck Center for Students and Technology just weeks prior to the building’s official unveiling and dedication Monday,Nov.7. Wearing hard hats and safety vests, they walked through the venue that will soon bustle with activity. The Center,made possible with a $10 million gift from the Grousbeck Family Foundation, will offer students opportunities for vocational experience such as working at the building’s café and radio station. It is the first central location for student recreation on campus, and will also house a demonstration center for Perkins Products adaptive technology, space for online teacher training, web conferencing and more.
Campus expands independent living space
Education at Perkins has always meant more than simply academics. Now, thanks to the new Patti and Mike Cataruzolo Independent Living Apartments, students who are ready to practice the life skills necessary to live on their own have a space to call home.
The residences, which were dedicated at a ceremony in September, are named for two longtime members of the Perkins community. Mike Cataruzolo, who is currently the coordinator of Volunteer Services, has also worked as a teacher and head of the physical education and athletic program during his 50-plus years at Perkins. His wife, Patti, is a former Perkins teacher and has volunteered for years on campus.
Made possible by a gift from Trustee William Schawbel and his wife, Judy A. Samelson, the residences are part of Perkins’ commitment to ensure that students leave the school with a plan for the future. The apartments are part of an ongoing renovation project of the historic Lower School building.
Pond gate dedicated to Al Gayzagian
Former students and staff gathered on Alumni Weekend in June to dedicate a gate at Perkins Pond to Al Gayzagian, a long-time champion of the blind community.
Gayzagian, who attended Perkins as a student and later served as its first member of the Board of Trustees who was blind, passed away in 2010. A plaque beside the gate honors him for “opening so many gates for individuals who are visually impaired.”
The event also recognized Vanasse Hangen Brustlin, Inc. for its engineering support and financial assistance, as well as a Partners in Preservation grant from American Express and the National Trust for Historic Preservation.
The pond is undergoing a multi-year restoration effort to turn it into an environmental science “classroom”for students. Generations of students boated and skated on the pond before it was closed in 1982 due to safety concerns.
Ellis Hall delights Perkins audience
It was tough to tell who had more fun – internationally known rhythm-and-blues musician Ellis Hall, who performed at Perkins for the first time in three decades, or the 250 people in the audience who enjoyed his rollicking show.
Hall, who graduated from Perkins in 1967, returned to Dwight Hall in June for a free concert for students, staff and friends. He told the crowd, “It’s such an honor to be here. My teeth hurt from smiling so much!” The audience smiled along, enjoying songs like “Georgia on My Mind” and harmonizing on “America the Beautiful.”
During his visit, Hall reconnected with former teachers and met several student musicians before departing to perform with the Boston Pops.
Former director honored
A pioneer of blindness education in the early 1900s is about to have a turn in the spotlight.
The American Printing House for the Blind will induct Edward Ellis Allen, who led Perkins from 1907 to 1931, into its Hall of Fame for Leaders and Legends of the Blindness Field on Friday, Oct. 14.
Allen, who joins a list of 46 international icons, is being honored for elevating the field of education for students who are blind and visually impaired. He created the first teacher-training program for students who were blind and visually impaired in partnership with Harvard College, now housed at the University of Massachusetts Boston. He also sponsored research that established the intelligence of people with visual impairment is unimpaired.
“His educational innovations were driven by the understanding that the needs and gifts of the individual student must be integrated into the teaching plan,” said Jan Seymour-Ford, research librarian at Perkins’ Samuel P. Hayes Research Library.
Campus drinks in Stanley Cup
The Perkins community did more than just taste the sweetness of victory when the Boston Bruins brought home the Stanley Cup after 39 long years. Students and staff had the opportunity to touch the venerable Cup this summer when Bruins’ strength and conditioning coach John Whitesides brought the trophy to campus.
Students and staff reveled in the excitement and drank in the history of the moment, as they posed next to the gleaming Cup and ran their fingers over the engraved names of victorious players from decades past.
Whitesides’ decision to come to Perkins was the latest event in the team’s longstanding relationship with Perkins. Bruins players came to the school last year to play goalball with the students, sign autographs and answer questions about being a professional hockey player.
Jazz in the air
Acclaimed jazz pianist and composer Lisa Hilton teamed up with Perkins student and vocalist John Castillo for an exhilarating performance at Berklee College of Music’s Café 939 in September. Hilton is no stranger to Perkins, as she has played in Dwight Hall several times over the years, and she has also led master classes in piano for Perkins’ music students. Her efforts, and her long-term involvement with Perkins, underscore her belief in the need for music education – specifically jazz music – for individuals who are blind or visually impaired. Hilton released her latest album, “Underground,” this year.
New trustee joins board
Perkins welcomes Paul A. Perrault as its newest member of the Board of Trustees. Perrault, whose son Ian spent six years as a student at Perkins and graduated in 2004, is the chief executive officer of Brookline Bancorp Inc., based in Brookline, Mass.
“To be associated with a successful school like Perkins is truly an honor,” he said. “I’m glad to be able to contribute to the important work and stories of success unfolding here every day.”
Perrault is a graduate of Babson College and recipient of a master’s degree in business administration from the Carroll School of Management of Boston College. He began his banking career at Shawmut Bank in 1975. He has since served in a number of positions, including his most recent roles as the president of Sovereign Bancorp Inc. and the chief executive officer of Chittenden Trust Company. Perrault also serves as a trustee of Champlain College in Burlington, Vt., and as a trustee at the Shelburne Museum in Shelburne, Vt.
2011 graduates urged to make a mark
To the stirring melody of “Pomp and Circumstance,” 16 students made their way to the stage in Dwight Hall on a warm June day to celebrate their graduation from Perkins.
Family, friends and staff applauded as Secondary Program and Deafblind Program graduates received diplomas and certificates of accomplishment from Board of Trustees Chairman Frederic M. Clifford.
Keynote speaker Dr. Amy Bower, a physical oceanographer at Woods Hole Oceanographic Institution who is blind, urged the graduates to go forward with an attitude of adaptability and resilience.
“Whatever you decide to do in your lives, graduates, if you do it with passion, you can make a mark on the world,” she said. “You are tough, and you have found your way through a sighted and hearing world. You are pushing back against the barriers, advancing opportunity for yourself and others. In short, you are making a difference.”
LETTER FROM THE TRUST
Sports are a great example of the possibility that can unfold when individuals work together. The public school students who participated in our first-ever Summer Sports & Fitness Program had five action-packed days in August to challenge themselves at all kinds of physical activities. From goalball, to rock climbing, to beep baseball and more, the program exposed each of them to the spectrum of sports available for individuals who are blind or visually impaired. It reinforced the value, and fun, of leading a healthy lifestyle.
It also taught them the importance of teamwork.
Our programs and events are the sum of our various partners’ contributions. The dedication of our educators and staff brings new events, such as the Fitness Program, to life. Our volunteers provide the helping hands needed to make sure every detail is managed. And our financial supporters, such as the CVS Caremark Charitable Trust, provider of the lead grant for this particular program, ensured that these students will return to their communities this fall with invaluable skills and experience that will stay with them for a lifetime.
I’m glad to take this opportunity to thank the very special members of our team. All of you – individually and collectively – are the reason for Perkins’ continued success.
Warm wishes,
Kathy Sheehan
Executive Director of the Trust
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Trust Board |
Chair of the Perkins Trust |
Trust Board |
John J. Doran |
Calendar
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NOVEMBERAnnual Meeting Dedication of Grousbeck Center
for Students and Technology
with Reception to Follow Educational Leadership Program
International Exhibit International Night |
DECEMBERHoliday Concerts JANUARYMLK, Jr. Day Event |
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Give today and your gift will be doubled:
PERKINS 2011 HOLIDAY CHALLENGE MATCH
Make a donation to Perkins by December 31st and your gift will be matched dollar for dollar, effectively doubling your impact. Between now and the end of the calendar year, every unrestricted gift will be matched by an anonymous donor and members of the Perkins Corporation — up to $60,000. With your generosity, you can help us reach more infants in their homes, children and young adults on campus, patrons of our Braille & Talking Book Library, and everyone we serve. Please give at www.Perkins.org/challenge.
Holiday cards featuring student artwork
Choose from three original designs by Perkins students. Cards are $1 each and may be personalized with your name, company name, logo and greeting for an additional cost. All net proceeds benefit Perkins programs.
For more information go to Perkins.org/holidaycards, or contact Ayda Zugay at 617-972-7833 or Ayda.Zugay@Perkins.org.
Give Online: Perkins.org/challenge
Give by Phone: 617-972-7667
Give by Mail:
Perkins School for the Blind
Perkins Trust
175 N. Beacon St.
Watertown, MA 02472
Back Cover
Founded in 1829 as the nation’s first school for the blind, Perkins today impacts more than 145,000 individuals, including infants and children in their homes; school-age students on campus and in the community; and children who are blind or deafblind in 65 countries worldwide. The school is an accredited member of the New England Association of Schools and Colleges and the National Association of Independent Schools. It is licensed by the Massachusetts Department of Elementary and Secondary Education and Developmental Services. Perkins School for the Blind does not discriminate on the basis of race, gender, color, creed, nationality, ethnic origin, or sexual orientation.
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