In general, residential placement is available starting at age 12, at times the Deafblind program is able to offer placement at a younger age. It is not required that students live on campus, however Perkins does offer residential programming. Residential living offers students opportunities to work on social interaction and independent living skills. Our residential cottages are fully accessible and staffed 24/7.
No, Perkins has rolling admissions, so you are free to apply at any time.
Parents are encouraged to submit an online application here: https://www.perkins.org/school/admissions/apply/. School districts can send their referrals to [email protected], or fax to 617-972-7715.
Yes, Perkins accepts out-of-state students through residential placement.
Perkins has six state-approved tuition rates aligned to the amount of support students need.
All students must go through an admission process to determine eligibility and acceptance into a Perkins Educational Program. Some general eligibility criteria include the presence of a documented vision impairment, the presence of a documented hearing impairment for the Deafblind program, and eligibility for an IEP. Contact our Admissions department today to learn more.
As the parent of a son or daughter with special needs, you have the right to an independent educational evaluation for your child, as allowed under the federal special education law Individuals with Disabilities Education Act (IDEA). You can read detailed descriptions of your parental rights in "A Parent's Guide to Special Education," a free online publication produced by the Massachusetts Department of Education and The Federation for Children with Special Needs. If you reside outside of Massachusetts, the Center for Parent Information and Resources has a helpful guide. In addition, our staff will be happy to answer any questions or concerns you may have about your parental safeguards.
Perkins meets students where they are. Depending on your child's unique needs, they will fall onto a track. Keep in mind, Perkins continuously monitors progress and assesses students to ensure they are challenged appropriately.
Your child’s educational team will be determined by your child’s learning profile. We have specialists in orientation and mobility, speech and language pathology, physical and occupational therapy, individual and group counseling and assistive technology. They are the best in their fields and all share a common goal: to educate and prepare our students for independence today and later in life.
Yes. At Perkins, your child will be surrounded by
peers who share and understand their disability.
Many of our students create strong friendships
that endure long after they leave Perkins.
Here are the Third-Party Fundraising Policy guidelines.
Social media is a wonderful way to increase the reach of your fundraiser. Please tag us on social @PerkinsVision (Instagram, X (formerly Twitter), TikTok) and @Perkins School for the Blind (Facebook, LinkedIn) in anything you post so that your followers can join our community too. Not to mention we love seeing everything that our Perkins community creates!
Due to legal requirements, Perkins School for the Blind may not be referred to and identified as the event host. For example, a fundraiser cannot be named Perkins School for the Blind Ride for the Kids; instead, it should be titled Ride for the Kids benefiting Perkins School for the Blind.
As the event organizer, you are responsible for all fundraising efforts and logistics from inception to the day the check/donation is issued to Perkins School for the Blind. This includes obtaining all vendors (venue, entertainment, food/beverage, etc.), necessary permits or licenses, staffing/volunteers, securing auction items, drawing participants to the event and all fundraising aspects associated with your event. Perkins employees and staff members are happy to provide creative guidance at their discretion, but are unable to manage organizational or administrative tasks for proposed community events due to limited resources.
One hundred percent of donations for your event will be directed to the area of greatest need at Perkins School for the Blind.
We hope to provide you with the tools necessary to plan and fundraise for Perkins School for the Blind. This toolkit includes frequently asked questions, tips on how to get started, and what to do before, during and after your event.
The first step in gaining access to Perkins’ Infant-Toddler services is to enroll your child in Early Intervention through Massachusetts’ Department of Public Health. Complete this referral form and email it to Emily Lowenstein ([email protected]) or Katie Tefft ([email protected])They will be in touch once they receive the new referral. We continue to accept new referrals into our Infant-Toddler program.
Research supports the benefits of telehealth. Through it, your child and family can continue valuable early intervention services without fear of exposure to illness. Telehealth aligns with the Early Interventions approach, the Parents Interacting with Infants Model (PIWI), as it supports a family coaching model. These strategies have been shown to increase family engagement and empowerment as families apply what they have learned to their daily routines.
If you haven’t already, you will hear from your child’s teacher and/or social worker with information about telehealth services and how to coordinate these services. Your child’s teacher from Perkins will work with you to determine which mode of communication will work best for you.
The cost of the PEP is $4,000. This program qualifies for Pre-ETS funding in Massachusetts. Please contact the Massachusetts Commission for the Blind or your state’s vocational rehabilitation office for more information.
Living on campus is both convenient and a learning experience for PEP students. After classes are finished for the day, they’ll be able to work on their independent living skills and socialize with peers in one of Perkins’ fully accessible residential cottages. The residential component also allows students who don't live nearby to attend the program.
Our students exit the program with an action plan. That plan includes follow-up activities spelled out, such as leads to pursue and network connections to make. They’ll have a career portfolio that includes a personal data sheet, sample resume and cover letter, references and letters of recommendation in hard copy and on a USB drive. They’ll have practiced when and how to disclose their visual impairment to a potential employer, and they’ll have networked with real-world hiring managers and human resources professionals. And finally, they’ll have a network of peers and mentors they can call upon as they navigate the working world independently. The PEP will give your young adult the skills to compete and the confidence to pursue success.
Absolutely. Accessible technology is a critical tool in almost any work environment for people with blindness or low vision, and enables those individuals to perform almost any job a sighted person can do. We’ll discuss which tools – screen readers, braille notetakers, magnifiers, etc. – work best, and also cover accessible technology that’s built into mainstream devices like smartphones and tablets. We’ll also coach your young adult on advocating for him or herself in the workplace and having the confidence to ask for those tools to get the job done.
The PEP is a week-long program held during most Massachusetts schools’ February break. The 2020 program begins at 5 p.m. on Sunday, February 16 and end at 12 p.m. on Saturday, February 22.
Young adults with blindness and visual impairment need more preparation and hands-on experience than their sighted peers, because they miss out on the incidental learning that occurs naturally for people with sight. The PEP provides insight on resume writing, social etiquette in the workplace, transportation strategies and much more – critical skills and knowledge that will benefit any young adult, sighted or blind. Just as importantly, the PEP also teaches young adults how to keep that job once they land it.
Early work experiences are a key predictor of future employment success. The sooner young adults with blindness or visual impairment gain workplace experience, the better prepared they will be to compete for jobs with sighted peers. Many young adults work entry-level jobs in the summer or on weekends. If your teenager delays that experience, he or she is missing out on critical experience employers will look for after high school or college.
Once your initial inquiry has been received, you will be sent an application. This will help us determine who will be accepted. PLEASE NOTE: Completing an application does not guarantee your child's placement in a program. You will receive communication from Outreach staff regarding an official acceptance, should your child be accepted into a program. For weekend and school vacation short courses, acceptances are made at least two weeks prior to the program.
We work with families of students who are reluctant to spend the night and come up with a plan to address the issue. We want to make your child’s experience a success and hope that they will continue to participate in the Outreach programs.
Outreach supplies all sheets, pillows and towels for your child’s stay on campus. Students are welcome to bring their own pillows or blankets if it helps them feel more comfortable.
One of our main goals is to encourage and support new peer relationships, which is often challenging with parents present. We are available to talk about your child’s participation and you will receive a report documenting your child’s participation.
It is the parent/guardian’s responsibility to reach out to their respective funding source prior to attending an Outreach program. Funding for Perkins programs is often available through the state commission for the blind. However, they require that you contact them prior to signing your child up for a program. You can also occasionally find funding through your school district, Lion’s Club charities, church groups or other organizations willing to contribute. If you are unable to secure funding, contact us about full and partial scholarship opportunities for Outreach.
Compass meets the criteria for Pre-Employment Transition Services. Students who participate in the program may be eligible for funding through their state agency for the blind. Additional funding sources may include support from the student’s school district or private pay. For more information on cost or funding options, please email [email protected] or call 617-972-7573.
Absolutely! Students from all over the nation are welcome and encouraged to apply.
Compass provides services in all five pillars of Pre-ETS. Visit our Pre-ETS page for more information about how Compass aligns.
Each member of the Learning Triad will have access to up to one hour of weekly coaching sessions as well as monthly workshops lasting 3-4 hours. While this may seem like a large or small amount of time depending on perspective, the goal is to streamline and coordinate efforts of the whole student network, growing the student’s readiness for increasing independence and challenges of college, career and young adulthood.
Participation in Compass will look different for each student and their team. Some students will have a participating TVI while others may have a different member of their learning network such as a VR counselor, case manager, transition counselor, guidance counselor, social worker, and so on.
A member of the student’s learning network such as the TVI is encouraged to participate in group workshops and individual sessions with a Compass Coach. The role of the educator is to support the student in developing and implementing an action plan that outlines the steps towards college readiness.
Families are a critical part of students’ learning networks and in ensuring that skills transfer from school to home. Families with a participating Compass student are encouraged to designate one or more family members to participate in regular coaching sessions and workshop activities. The ideal family member is a parent/guardian or other relative who is a significant and frequent support to the student. More than one family member is welcome to participate in the sessions.
Compass is a virtual program that requires students to participate in tele-meetings and virtual learning. Students should have the skills to utilize one or more devices for word processing, document collaboration and sharing, email, and web conferencing.
Students who rely on assistive technology such as screen readers, magnification or refreshable braille should know how to use these features in conjunction with mainstream tools such as Zoom. Compass staff will be available to provide basic troubleshooting and tech support during the program, but training on the use of devices and software is the responsibility of students’ direct teaching team.
Students who participate in Compass will continue to receive direct services on the ECC from their existing team, which may include O&M instructors, teachers of the visually impaired, vocational rehabilitation counselors, and so on. Compass coaches are not meant to replace these professionals or the instruction they provide. Rather, Compass brings the team together in a student-centered, collaborative approach to build on students’ knowledge and create a plan to move a student forward to greater awareness of the demands of college-level work, and to move a student forward to greater independence and ability to manage the significantly increased expectations inherent in college.
Compass is a nine-month program, during which we both leverage the power of one-on-one coaching (meeting your student where they are, and helping them to grow in their self awareness) and in the Action Plan, which is implemented with the student’s Learning Triad, all over time.
Time allows a few things. It allows changes in understanding in not only the student, but the family as well. It empowers the TVI to learn new skills and to have time and support to develop new structures in a student’s school day. In short, it’s adding time “on” in intentional, constructive ways that lead to growth.
To beat the odds! Research suggests that the majority of students with visual impairments who start college never finish. Through a team approach and evidence-based practices used in the coaching model, students will heighten their self-awareness, identify goals, and design an action plan that will begin to be implemented during the program and continue through the rest of their high school career with ongoing support from Compass staff.
With the College Readiness Checklist as the driving force behind action planning, students and their teams will share in their understanding of and efforts to support and plan for student growth as they build the skills and confidence required for college and work.
Coaching is a student-centered approach that promotes self-discovery, reflective thinking, and strengths-based goal-setting through intentional and guided support. By participating in Compass, students learn to self-direct their learning and reflect on their growth in order to set and achieve realistic, attainable goals. Compass coaches work with the whole team to integrate these practices into all aspects of the students support network in order to optimize outcomes.
Compass coaches work with all members of the Learning Triad to support the student toward reaching their college readiness goals. In addition to the group workshops, up to one-hour weekly coaching sessions will be available to students, families, and a member of the educational team such as the TVI.
Each session is tailored to address the needs of the individual, with students at the center of every conversation. Data from the College Readiness Checklist, a tool designed to determine students’ skill in eight ECC-aligned domains, will be a guide for many of the coaching sessions. Each individual brings different backgrounds, knowledge, assumptions, and experiences to the sessions; our Compass coaches are ready to meet every person where they are to support the best possible outcomes.
Compass, a College Success @ Perkins program, is a nine-month virtual offering designed to build college readiness skills for high school students who are blind and visually impaired. Through weekly coaching sessions and regular workshops with key players in students’ learning networks—the student, family, and an educational link such as a TVI—students create and implement a plan that builds on their skills while addressing challenges and gaps in skills.
Compass leverages the power of individualized attention in the form of coaching sessions with the student, the parent or guardian, and the educational link. In the coaching sessions, the team assesses the student's strengths and growth areas, then builds awareness of, and a plan to build the skills and strategies that will better prepare them for the rigors of higher education. Specifically created for students in high school, Compass focuses on planning to improve technology, academic skills, executive functioning, career exploration and planning, social-emotional skills, O&M and independent living.
Compass is for high school students who are blind or visually impaired who aspire to go to college, are motivated to succeed, open to feedback, and willing to put forth the effort necessary to reach and complete college. Students in 9th through 11th grades are strongly encouraged to apply (the earlier the better to increase college readiness), but 12th grade students and fifth-year seniors may also be considered.
Give us a call! Our admissions team is ready to answer any questions you might have and help you determine if Compass is right for your student. Contact Compass today!
Yes, we do offer assessments on our campus in Watertown, MA. If you are interested, please email your request to [email protected].
Yes! If you are interested in a private CVI training for your organization, you can email your request to [email protected].
Regarding online learning, Perkins is remodeling its online learning experience, including a new platform and new course offerings. During this period, recorded webinars will be available to view on Perkins’ site, including our CVI for the TVI webinar series. We also recommend, exploring our free materials on CVI Now. More information about the new online learning program will be announced before the end of 2024.
Visit the CVI Protocol℠ page to learn more about the philosophy of The CVI Center at Perkins and the assessment tool.
You can reach the CVI Center at [email protected]. If you have a question related to CVI Now, specifically, you can reach the CVI Now team at [email protected].
Lean into our CVI Now community. Sign up for a 1:1 parent support session to ask the questions that are on your mind and in your heart. Join our private CVI parent Facebook group to engage with our supportive community.
Go to CVINow.org for more information and resources.
Go to CVINow.org for in-depth information about CVI and tools and resources for families/caregivers and professionals.
At Perkins, we are on a mission to boldly address CVI. Our approach is research-based and whole-child-focused. We provide tools, online learning, comprehensive resources, and collaboration with medical professionals, educators, families, and people with CVI. We work to spread awareness of CVI and build community. We aim to make sure that everyone can easily attain the tools needed to support people with CVI in accessing the world in ways that feel best for them.
Please reach out to the CVI Conference team at [email protected].
The session recordings are available one year.
However, if you would like to receive professional development credit, the deadline to submit your professional development certificate request is December 31, 2024.
All recordings of sessions that took place in the Grand Master Ballroom, slides, and photos.
Please note: We only included slides that we were granted permission to share.
If I only watched the recordings, How many credits am I eligible to receive?
You are eligible to receive 8 hours of ACVREP, CE, CTLE, OSPI, and PDP.
I attended in-person and and watched the recordings. How many Credits am I eligible to receive?
You cannot receive credits for both attending the conference in-person and watching the recordings. You can only receive credit once.
Deadline for submitting PD credit requests
The deadline to submit your professional development credit request is December 31, 2024.
How to request PD Credits
Please use the following form to request professional development credit for your participation in the 2024 CVI Conference: Building Meaningful Recognition.
Charitable gifts should be directed to:
Development Department
Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02472
Perkins’ federal tax ID number is 04-2103616.
Perkins' full legal name is PERKINS SCHOOL FOR THE BLIND.
Planned giving staff is available to answer any questions attorneys or other financial advisors might have about making a gift to Perkins School for the Blind. While we can’t offer legal or financial advice, we can share giving options, draft language and provide other resources you’ll need to help your clients achieve their philanthropic, financial and estate-planning goals. Simply contact us or call 617-972-7328 with any questions.
Please note, donors are encouraged to consult an attorney, estate planner, financial advisor, accountant or other professional before making any major charitable donations. We would be happy to answer any questions that you have or prepare a no-obligation life-income gift proposal for you to share with your family and financial advisor.
Perkins School for the Blind is tax-exempt under section 501(c)(3) of the Internal Revenue Code. It is eligible to receive contributions deductible as charitable donations for federal income tax purposes.
Any gift you make to Perkins is valued and will make a long-term difference in the lives of those we serve.
Step 1: Get a copy of your current will.
Step 2: Mark the areas you would like to change.
Step 3: Meet with your estate planning attorney to draft and prepare your new document.
Step 4: Consider discussing changes with us if they affect your bequest to Perkins.
Just a few sentences in your will are all that is needed. You can give all of your estate, a percentage of your estate, a specific sum of dollars or the remainder of your estate (after other bequests) to Perkins. Your gift can be used for general support for Perkins or to fund specific programs or initiatives.
The following language may be used for an outright gift by will:
Specific dollar amount or percentage:
"I give the (sum of dollars or percentage of estate) to the Trustees of Perkins School for the Blind, located in Watertown, Massachusetts, to be used for the school's general purposes."
Part or all of residue:
"I devise and bequeath to the Trustees of Perkins School for the Blind, located in Watertown, Massachusetts, (all or specify a portion) of the rest, residue and remainder of my estate to be used (for the school's general purposes or insert a specific program or purpose.)."
You can build a better future for the people we serve by remembering Perkins in a will, trust, retirement plan or life insurance policy. Helping Perkins and securing your financial future or the financial security of your loved ones starts with a solid estate plan. And a solid estate plan begins with your will.
The terms legacy or planned giving refer to charitable gifts that require more financial planning and thoughtfulness than a typical one-time contribution. This type of giving is popular because it can provide you with valuable tax benefits while giving Perkins the resources we need to improve the lives of children and young adults who are blind.
Through planned giving:
You can donate online or call 617-972-7328.
Yes, Perkins Library does accept donations of assistive technology and equipment. Please call 617-972-7240, 1-800-852-3133, or email [email protected] and speak with our staff so we can make arrangements.
The Perkins federal tax ID number is 04-2103616.
Perkins School for the Blind is a 501(c)3 tax-exempt organization, and your donation is tax-deductible within the guidelines of U.S. law.
We are proud to report that 80% of your donation directly serves individuals with visual impairments and is crucial to the success of our students.
As the parent of a son or daughter with special needs, you have the right to an independent educational evaluation for your child, as allowed under the federal special education law Individuals with Disabilities Education Act (IDEA). You can read detailed descriptions of your parental rights in "A Parent's Guide to Special Education," a free online publication produced by the Massachusetts Department of Education and The Federation for Children with Special Needs. If you reside outside of Massachusetts, the Center for Parent Information and Resources has a helpful guide. In addition, our staff will be happy to answer any questions or concerns you may have about your parental safeguards.
Early work experiences are a key predictor of future employment success. The sooner young adults with blindness or visual impairment gain workplace experience, the better prepared they will be to compete for jobs with sighted peers. Many young adults work entry-level jobs in the summer or on weekends. If your teenager delays that experience, he or she is missing out on critical experience employers will look for after high school or college.
You can email [email protected] or call 617-972-7328.
The Perkins federal tax ID number is 04-2103616.
Unfortunately, no edits to report recommendations or findings will be accepted. Services end upon completion of the report.
No. All children and young adults, ages 3-21, who are blind, visually impaired or deafblind, including those with additional disabilities, are eligible for evaluation services at Perkins.
Students receive both small group classroom instruction and individualized services based on their education plan. They also participate in work-based learning opportunities such as job shadowing, internships, and skill workshops, designed to build employability and workplace readiness.
Our independent living curriculum is taught in a dorm-style setting and includes budgeting, meal preparation, housekeeping and travel, often with guided practice in the community. Throughout the week, students plan and attend local outings and events where they practice accessing resources, building self-determination skills and making community connections.
The educational team will be determined by each student's individual learning profile. We have specialists in orientation and mobility, assistive technology, and occupational therapy. We also provide individual counseling, job coaching, transition and vision services. This team shares a common goal: to educate and prepare students for independence today and later in life.
Yes, however Life Launch is a five day / week residential program. Out-of-state students must be able to return home on Friday afternoon, and return to Perkins on Monday morning each week.
Life Launch is considered an out-of-district school placement for students in their final years of high school. Tuition is generally supported by the sending school district.
There is no deadline to apply, we offer rolling admission. If you are interested in referring your student, please contact the admissions team.
Usually, we allow 1-½ hours for a full examination, but it doesn't always take this long. It is important to have plenty of time for people to become comfortable in a new place, and for families and teachers to ask plenty of questions.
Yes, as long as you have a doctor's recommendation or prescription. We don't have a store, but we can help you order a specific device and have it sent directly to your home.
No. Our specialty is working with individuals of all ages with vision loss and multiple impairments. However, we can provide exams for people of all ages with or without a visual impairment.
We can bill most medical insurance plans. However, we do not provide a “routine” eye exam. Therefore, you must request a referral from your child’s pediatrician or primary care physician (PCP). Check with your insurance company—if our service is not covered by your medical insurance, we will require payment at the time of your appointment. The cost of an annual exam is $185, and $85 for each follow-up appointment within the year.
Sometimes, school systems will pay for the exam. If this is the case, we must have a letter from the school with the payment amount and billing information.
Download the Preparing for your appointment checklist and authorization form.
If this is your first time to our clinic, we will need copies of all previous eye exams, as well as any other educational/medical evaluations that have been conducted, such as:
Because we use a collaborative approach to the exam and are a teaching clinic for the New England Eye Institute, you will meet several professionals during your visit. We encourage any or all of the patient’s education or rehabilitation team to attend an examination. This may include parents, classroom teachers, teachers of the visually impaired, orientation and mobility specialists or other special service providers. When you arrive, you will be greeted by our administrative assistant or clinic coordinator.
Our team of specialists can provide a wide range of eye care services, including:
We do! You may use up to five images from our Archives collection for free, but we require someone over the age of 18 to complete a form requesting the specific images you would like to use. (This can be a parent, guardian, teacher or librarian who knows how the images will be used).
Email our Archives staff at [email protected], and we'll send you the form and explain the process. Once the completed form is returned to us, we will email you the images.
Please contact us if you would like to use more than five images. For uses other than school projects, our image use and licensing information explains the options and fees.
It’s important to us to respect the privacy of former students and staff at Perkins. The information we can share depends on many different factors. The amount of information we have about former students and staff also varies a great deal.
The best way to start is to submit your question to the Hayes Research Library and Archives Questions form with the information you have and the information you are looking for. Helpful details to include are dates, the name the person used while here and any known interests. We’ll get back to you with how we can help in your specific case.
Yes. Many of our items are available digitally, including the most commonly used archives collections. We are glad to direct you to specific resources and to help with questions about Perkins or blindness and deafblindness. Complete our Virtual Research Visit Request form and we will get in touch to discuss what options are available for your specific question and research needs. On-demand scanning and photographing options are also available. More information about this can be found on our Digitization and Scanning Requests page
Visit our Donations to Archives page for more information about what we collect and contact us at [email protected] to discuss.
Information about research visits can be found on the Research at the Hayes Research Library page.
PerkinsArchives.org is a great place to get an idea of our resources and the scope of our collections. We have collection guides, called “finding aids,” articles and exhibits about Perkins history and related topics, and digitized resources that include materials in print and embossed type, photographed artifacts, and video and audio resources. We also suggest contacting the Hayes Research Library and Perkins Archives using the online form so that staff can assist you.
The Archives does not host visits, but the Perkins Museum has some of our best artifacts on display, along with information about the history of the school and of the education of students who are blind and deafblind. Many of the artifacts on display can be explored – as they are meant to be – through touch.
It is important to load the paper properly into the brailler. Otherwise, it will appear to be jammed and will not work.
There are currently four variations of the Perkins Brailler available:
The SMART Brailler is available for purchase through the American Printing House (APH) using Federal Quota funds, administered by APH and its Ex Officio Trustees throughout the country.
Weighing only 8.5 lb. (3.9 kg.), the SMART Brailler lightens the load, making it easier to transport between classrooms and home.
The main difference is that the SMART Brailler includes the mechanical braille capabilities of the classic Perkins Brailler along with several technological advancements including text-to-speech audio, a display screen and USB options for saving work. Use our Brailler comparison guide to learn more.
The SMART Brailler works mechanically much like the classic Perkins Brailler. The electronic components of the SMART Brailler present a variety of options for auditory and visual components, allowing teachers and parents to customize settings for their individual child's needs. Discover how the Florida School for the Deaf and Blind uses the SMART Brailler. Spoiler alert: the students love it!
Library service is free of charge to registered patrons.
The Massachusetts Board of Library Commissioners and Perkins School for the Blind provide funding. Books and equipment are provided to us through our partnership with the National Library Service for the Blind and Print Disabled of the Library of Congress.
Funds are also appropriated by Congress for “Free Matter for the Blind” mailing classification.
To apply for free Perkins Library services, please review the following service eligibility guidelines and download the appropriate forms. All applications must be signed and certified by a professional such as a doctor, ophthalmologist, registered nurse, librarian, or social worker. These service forms can also be requested by contacting Perkins Library at 617-972-7240, 1-800-852-3133, or [email protected]
Library services are available free to Massachusetts residents who meet one or more of the following eligibility guidelines:
What is a "competent authority?"
Regarding Perkins Library services, a "competent authority" is defined to include:
Institutions including schools, libraries, nursing homes, hospitals, and organizations that provide services to people with visual or physical disabilities are also eligible to receive Perkins Library services.
In addition to over 150,000 digital and cassette titles, 25,000 braille titles, 500 audio and braille magazines, and 12,000 large print books, Perkins Library offers audio-described Blu-Ray and DVD movies, downloadable books and magazines, a braille awareness kit, museum passes, and instructional music materials.
We have a reference librarian available to answer your research questions. Materials are also available in over 60 languages.
Through Newsline™, you can listen to newspapers, magazines, TV listings and job announcements over the telephone, online, downloaded to an approved portable device or via email.
Contact us to access these materials and services.
We urge patrons to borrow audio and braille books for no longer than six to eight weeks so we can promptly fill other requests for the same titles. Large print books are loaned for four weeks, and DVDs circulate for two weeks.
Please return both books and magazines with shared subscriptions as soon as possible because many others are waiting to read the books and current magazine issues.
You can access the library’s holdings from the Online Public Access Catalog at https://perkins.klas.com
A number of search options are available, including title, author, keyword, medium and language. You can add items to your request list, and up to three selections will be shipped out immediately.
To order books, you must enter your user ID and your password. Your user ID is composed of six letters and two numbers and is printed on your mailing card. Example: Tom Sawyer – SAWYET01. Your password is your birth year. Institutions should contact the library for their passwords.
Contact the library with any questions about ordering books online.
When we approved your application, we sent introductory material and the books and equipment that you requested. Equipment and materials may arrive in separate shipments. Contact us if you have questions about what you received or to order more books.
Yes! Patrons can stop by in person during our regular business hours: Monday through Friday, 8:30 a.m. to 5:00 p.m. Whether you are picking up books or dropping off returns, we look forward to your visit! To schedule a tour or group visit, contact Perkins Library.
The library is located on the Perkins campus. The GPS and physical address for the Library is 141 Riverside Street, Watertown, MA 02472. Contact us for directions via public transportation.
Yes, Perkins Library does accept donations of assistive technology and equipment. Please call 617-972-7240, 1-800-852-3133, or email [email protected] and speak with our staff so we can make arrangements.
The cost of the PEP is $4,000. This program qualifies for Pre-ETS funding in Massachusetts. Please contact the Massachusetts Commission for the Blind or your state’s vocational rehabilitation office for more information.
Living on campus is both convenient and a learning experience for PEP students. After classes are finished for the day, they’ll be able to work on their independent living skills and socialize with peers in one of Perkins’ fully accessible residential cottages. The residential component also allows students who don't live nearby to attend the program.
Our students exit the program with an action plan. That plan includes follow-up activities spelled out, such as leads to pursue and network connections to make. They’ll have a career portfolio that includes a personal data sheet, sample resume and cover letter, references and letters of recommendation in hard copy and on a USB drive. They’ll have practiced when and how to disclose their visual impairment to a potential employer, and they’ll have networked with real-world hiring managers and human resources professionals. And finally, they’ll have a network of peers and mentors they can call upon as they navigate the working world independently. The PEP will give your young adult the skills to compete and the confidence to pursue success.
Absolutely. Accessible technology is a critical tool in almost any work environment for people with blindness or low vision, and enables those individuals to perform almost any job a sighted person can do. We’ll discuss which tools – screen readers, braille notetakers, magnifiers, etc. – work best, and also cover accessible technology that’s built into mainstream devices like smartphones and tablets. We’ll also coach your young adult on advocating for him or herself in the workplace and having the confidence to ask for those tools to get the job done.
The PEP is a week-long program held during most Massachusetts schools’ February break. The 2020 program begins at 5 p.m. on Sunday, February 16 and end at 12 p.m. on Saturday, February 22.
Young adults with blindness and visual impairment need more preparation and hands-on experience than their sighted peers, because they miss out on the incidental learning that occurs naturally for people with sight. The PEP provides insight on resume writing, social etiquette in the workplace, transportation strategies and much more – critical skills and knowledge that will benefit any young adult, sighted or blind. Just as importantly, the PEP also teaches young adults how to keep that job once they land it.
Early work experiences are a key predictor of future employment success. The sooner young adults with blindness or visual impairment gain workplace experience, the better prepared they will be to compete for jobs with sighted peers. Many young adults work entry-level jobs in the summer or on weekends. If your teenager delays that experience, he or she is missing out on critical experience employers will look for after high school or college.
We offer a variety of different types of credit, depending on the activity. Types of credit include:
We'd love to have you! Subscribe to our professional development newsletter to receive the latest offerings of online classes, self-paced tutorials, blended workshops, webinars, training sessions and more on our website.
The members of the Deaf-Blind Information Consortium (other than the Hayes Research Library) are:
Learn more about the project, including longer profiles of each member.
We do! You may use up to five images from our Archives collection for free, but we require someone over the age of 18 to complete a form requesting the specific images you would like to use. (This can be a parent, guardian, teacher or librarian who knows how the images will be used).
Email our Archives staff at [email protected], and we'll send you the form and explain the process. Once the completed form is returned to us, we will email you the images.
Please contact us if you would like to use more than five images. For uses other than school projects, our image use and licensing information explains the options and fees.
We’re glad to help with school projects. Please email us at [email protected] with information about your project including your topic, what kind of information or resources you’re looking for and any deadlines involved. Please email us at least two weeks before your deadline.
We are glad to do email interviews, or to arrange a phone or video call if we can find a mutually good time (during regular Research Library hours). Please get in touch through email to discuss possible interview options.
Explore the Perkins History Museum, which has information about Perkins, many people associated with it and the history of blindness education. These pages link to additional resources from our archives.
We also have handouts and other materials about a variety of topics, including Helen Keller, Anne Sullivan, Laura Bridgman, braille and the history of Perkins.
We’re two different parts of Perkins, and we are in two entirely different buildings. The Perkins Library (previously called the Braille and Talking Book Library) provides a number of services to those who are blind, visually impaired people or those who have reading disabilities in Massachusetts and elsewhere.
Samuel Perkins Hayes was a Perkins psychologist who pioneered psychological testing of students who are blind. He also led research projects at Perkins for many years. The Research Library is named in his honor.
It’s important to us to respect the privacy of former students and staff at Perkins. The information we can share depends on many different factors. The amount of information we have about former students and staff also varies a great deal.
The best way to start is to email us with the information you have and the information you are looking for. Helpful details to include are dates, the name they used while here and any known interests. We’ll get back to you with how we can help in your specific case.
Our catalog has a complete record of all the items in our collection, including individually indexed articles from selected relevant journals. You are welcome to search our online catalog yourself, but if you have trouble finding what you’re looking for, we’re glad to help.
Due to our unique collection, we use specialized subject headings. Additional help on searching the catalog is available.
Items in our collection only circulate to Perkins staff. We are able to scan material for other users in keeping with our Distance Services policies, or share access through a visit to the Research Library (by appointment only.)
Our books and materials only circulate to Perkins staff.
We are glad to provide additional information about items in our collection, such as the table of contents or checking to see if a book covers a topic. We can also scan a limited amount of material in keeping with our scanning policies.
Visits to the Research Library are by appointment only. Our page on visiting the Research Library has all the details.
We prefer email—it’s the best way to get all the details of your question in one place. You can email us at [email protected]. Please let us know your questions, what kind of information you’re looking for and if you have a specific deadline.
If you need to send a snail mail letter, please make sure you address it to the Research Library. There are several libraries on campus, and letters that don’t include “Research Library” may not get to us.
Our mailing address is:
Research Library
Perkins School for the Blind
175 North Beacon St.
Watertown, MA
02472
The Research Library has access to electronic databases with relevant journals for Perkins staff. For other questions, please contact us and we’ll let you know about the best access options for your questions.
Due to technical limitations relating to e-books in libraries, we do not currently collect electronic versions of texts, but we can help you figure out what other libraries (including the Perkins Library) may have access.
Most Research Library materials are in print. Please let us know if you need an accessible format and we are glad to see what options are available for a particular title.
The Research Library collects books, journals, articles, dissertations, conference reports, pamphlets, clippings and news items, video recordings and other multimedia materials, along with internet-based information. All of these are cataloged in the Research Library’s online catalog.
Most materials are in print, but we are glad to see what accessible options exist for a particular item - please get in touch and let us know what you're interested in.
We collect comprehensively in the following areas:
We collect representative material in some areas:
We do not normally collect medical resources, kits or other physical educational tools, materials used directly by students (textbooks, workbooks, classroom aids) or testing forms and kits for providing different assessments.
Please see our Hayes Research Library Policies document for the complete list.
We are glad to help anyone interested in the fields of blindness or deafblindness. We welcome everyone—students, researchers, teachers, practitioners, people learning to be teachers or practitioners, members of the community and people associated with other organizations for the blind or deafblind.
We regularly answer questions about resources for children (and adults) who are blind or deafblind, materials for teachers and professionals in the field, as well as historical questions about Perkins and education for children who are blind or deafblind.
We can answer most questions by email or over the phone. Get in touch with the Research Library through our contact form.
If you have a question, it helps us to know:
Visits to our collections are by appointment only. We’re able to help with many questions through email and our digitized materials. Please feel free to email us your questions, and we can arrange the best options from there.
We are glad to help. Please contact the Research Library to get started. It helps us to know:
In general, residential placement is available starting at age 12, at times the Deafblind program is able to offer placement at a younger age. It is not required that students live on campus, however Perkins does offer residential programming. Residential living offers students opportunities to work on social interaction and independent living skills. Our residential cottages are fully accessible and staffed 24/7.
Perkins has six state-approved tuition rates aligned to the amount of support students need.
As the parent of a son or daughter with special needs, you have the right to an independent educational evaluation for your child, as allowed under the federal special education law Individuals with Disabilities Education Act (IDEA). You can read detailed descriptions of your parental rights in "A Parent's Guide to Special Education," a free online publication produced by the Massachusetts Department of Education and The Federation for Children with Special Needs. If you reside outside of Massachusetts, the Center for Parent Information and Resources has a helpful guide. In addition, our staff will be happy to answer any questions or concerns you may have about your parental safeguards.
Any and all means of communication are developed and encouraged throughout our Deafblind Program. Our holistic approach helps us meet each student at his or her own level of communicative ability, and may include any or all of the following:
Touch Cues, Gestures, Objects, Tactile Symbols, Pictures/Visual Systems, Print/Braille, Assistive Technology (AT) and/or Augmentative/Alternative Communication (AAC) Low and High Tech, Speech/Voice, Sign Language, and/or Tactile Sign Language
You'll find many helpful materials and stories in the Total Communication section of our Resource Center [link to Total Communication category page]. To learn more, contact us at [email protected] or
617-972-7500.
Yes. All children and young adults, ages 3-21, who are blind, visually impaired or deafblind, including those with additional disabilities, are eligible for evaluation services at Perkins.
Perkins offers swimming, student interest groups, friendship groups, radio club and several sports teams, including goalball, cheerleading, track and field, and more!
Perkins uses a combination of curricula to create a customized learning approach for every child based on unique needs and strengths. The Massachusetts Department of Elementary and Secondary Education Learning Standards and Curriculum Frameworks guide all curricula choices. We incorporate the Expanded Core Curriculum throughout the day along with adapted core curriculum lessons and the Unique Learning System™.
Yes. At Perkins, your child will be surrounded by
peers who share and understand their disability.
Many of our students create strong friendships
that endure long after they leave Perkins.
No. All children and young adults, ages 3-21, who are blind, visually impaired or deafblind, including those with additional disabilities, are eligible for evaluation services at Perkins.
Perkins' assessment areas include:
The evaluation takes one to two days to complete on the Perkins campus.
We use a team approach, which includes teachers and related service professionals who work directly with the students enrolled in one of our on-campus programs. Our evaluation teams have unparalleled knowledge of and experience with students who are blind, visually impaired or deafblind, including those with additional disabilities.
After the evaluation is completed, Perkins will provide a comprehensive evaluation report with recommendations for the student's educational program and community environment.
Absolutely! You can find the virtual registration form here: https://runsignup.com/Race/Register/?raceId=111362&eventId=502429
Registration is $10 and can be found at runsignup.com/walkforperkins.
Our inaugural walk begins at our historic, picturesque Perkins campus, located at:
175 North Beacon Street
Watertown, MA 02472
The Perkins CVI Protocol is available to TVIs to use as the sole CVI assessment tool for a student’s vision evaluation. A CVI assessment should be considered one component of the student’s overall vision evaluation, which should include a Functional Vision Assessment (FVA), a Learning Media Assessment (LMA), and can also include other evaluations, such as an Expanded Core Curriculum (ECC) assessment. The Perkins CVI Protocol assessment will be helpful in completing a FVA and LMA, as it will provide all the necessary CVI insights. However, it may not address all ocular-based components. Therefore, The Perkins CVI Protocol should not replace a FVA or LMA, but instead will strengthen a student’s overall vision evaluation.
As a community of educators, we all know how complex CVI (Cerebral/Cortical Visual Impairment) is, and that each child with CVI has their own unique experience. The Perkins CVI Protocol℠ was developed carefully and intentionally with this in mind. From 2022 to 2024, seven different trials were conducted with TVIs around the world to test content, usability, and the assessment process. As we continued to update The Protocol based on user feedback as well as our ever-evolving understanding of CVI and its unique manifestations, it became clear that the requirements for a comprehensive CVI assessment tool had changed. The CVI Center team at Perkins quickly realized that the initial vision for an assessment tool that we could release in a short timespan was no longer going to meet the needs of the CVI community. As such, The Perkins CVI Protocol℠ Workbook has been in development for several years because we have been committed to developing an assessment tool that is robust and inclusive enough to meet these needs.
Feedback from trials of an initial digital version of The Perkins CVI Protocol℠ demonstrated that usability and navigation of the tool were limiting the ability of TVIs to conduct a CVI assessment. So, we made the pivotal decision to pause the development of a digital version of The Protocol and create a new format: The Perkins CVI Protocol℠ Workbook. This Workbook is a downloadable version of the Perkins CVI Protocol℠ with all the expert content, steps, and resources educators need to assess children with CVI. Implementing user feedback from the CVI community is critical to the success of The Protocol; we continue to develop a digital version of The Perkins CVI Protocol℠using ongoing trials with vision professionals experienced with CVI. Meanwhile, we’re pleased to be able to offer this downloadable Workbook version now while we continue to develop the best digital version of The Protocol. The Workbook version will continue to be available even when the digital version is launched as well.
Throughout The Protocol, there are explicit directions on how to complete each section. There is also a free accompanying course available. When you download The Workbook, you can mark if you’d like to be enrolled in the course. The course is meant for TVIs, since they are the intended users for The Protocol.
The Perkins CVI Protocol℠ will help you create a robust CVI Evaluation Report with individualized recommendations.
The Perkins CVI Protocol℠ does not assign a number or any kind of label to children with CVI. This was intentional because we know that every individual with CVI is different and we can’t compare one student with CVI to another student with CVI.
The Perkins CVI Protocol℠ can be used on students of any age, 0-22 years old. However, it should be noted that some components of The Perkins CVI Protocol℠ might not be applicable to very young children whose vision is still developing. For example, questions pertaining to recognizing photographs and images would not be appropriate for a newborn. If you’re completing The Perkins CVI Protocol℠ with a child between the ages of zero and two years old, consider visual development and note that some questions might need to be skipped.
The Perkins CVI Protocol℠ can be used for a student who is: diagnosed with CVI, medically suspected of having CVI, suspected of having CVI by an educational team member, or suspected of having CVI by the student’s parent/guardian(s).
The Perkins CVI Protocol℠ includes a template for a doctor letter. This is a short document that outlines the student’s functional vision. This optional report can then be shared with the student’s medical provider to help obtain a referral for TVI services, and/or help to determine if a diagnosis of CVI is appropriate.
The instructions might vary slightly depending on the type of device you are using. It is recommended that you download The Perkins CVI Protocol℠ on your computer.
For Windows:
For Mac:
For other questions related to The Perkins CVI Protocol℠, please reach out to: [email protected]
The Perkins CVI Protocol℠ is intended to be conducted by a teacher of students with visual impairments (TVI), ideally with a familiarization with and/or understanding of CVI. As we strive to increase awareness and education around CVI, we recognize that an assessor with this background may not always be readily available for a student who needs a CVI assessment.
For more information on who can use The Perkins CVI Protocol℠, please refer to the ‘Overview’ section of Part I in The Perkins CVI Protocol℠ Workbook.
We designed and trialed two components of The Perkins CVI Protocol℠ over three trials in conjunction with EdCount, independent consultants focused on research design, validity, and reliability. We compiled a research library with more than 120 articles informing the design of The Protocol. We used The Protocol to conduct 115 assessments of children with CVI, vetted The Protocol with eight leading medical researchers, and worked with TVIs from 11 states to trial the parent interview of The Perkins CVI Protocol℠, All of this work led us to find a high degree of reliability (84 percent), regardless of an individual’s prior knowledge of CVI. These three trials with EdCount allowed us to attain validity and reliability for the Parent Interview (V) of The Perkins CVI Protocol℠.
Our team of experts is ready to help find the answers.