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Spring

19 9 0

PERKINS

SCHOOL

FOR THE

BLIND

TheLantern

Message from the Director

The 1990s And Beyond

-s the 1990s escort us into the 21st century, it
seems an appropriate time to reflect upon the mission of the Perkins School for the Blind.
For over 160 years the School has served people who are blind, visually im-
paired, and multi-handicapped. As we look to the future, we are confident that we will con-
tinue to provide the commitment, services and support that our students and clients and
their families have come to expect.

In addition to our primary mission of providing quality on-campus pro-
grams, a crucial component of the work being accomplished at Perkins has always been out-
reach. In this issue of Ttie Lantern you will read about Mary Grace Knap Burtt, a former Perk-
ins student and teacher, who educated blind girls in South
China for almost fifty years. You will also read about Perkins
Board of Trustees President C. Richard Carlson's involvement
on behalf of blind saidents in Africa.

Mrs. Burtt and Mr. Carlson provide examples of
Perkins' longstanding and continuing commitment to out-
reach - to sharing our experience and expertise to improve die lives of blind and multi-
handicapped children and adults throughout die United States and overseas.

National and international outreach and education rest firmly on the foun--
dation of Perkins' on-campus educational programs. As we look to the future diis will cer-
tainly continue to be true, but we will also continue to strive to share our knowledge through
teacher training, parent education and the development of curricula and products for the
blind. The generous grant we recently received from the
Conrad N. Hilton Foundation of Los Angeles, California will
undoubtedly play an integral role in our expanding commit-
ment to outreach and new program development. As we
move into this new decade of the 1990s - the gateway to the
twenty-first century - Perkins is committed to continue to
improve the lives of blind and multi-handicapped children
and adults in New England, the United States, and around
theworld. Kevin J. Less ard, Director

Perseverance Wins!

Perkins alumna Mary
Grace Knap Burtt recently
celebrated her 100th
birthday. Her story is one
of obstacles overcome,
dedication and
inspiration. A-

Painted Faces,
Running Bases

The Ringling Brothers
and Barnum Bailey clowns
challenge our students
to a game of "Perkins
Baseball," and the result
is a day full of smiles
and laughter. O

The Lantern

Volume LIX, Number 2
Spring 1990

Revival

Before his head
injury, Gary Sloane
was a student at the
Cleveland Institute
of Art and the
Boston Museum
School. Now, after
years of inactivity,
Gary is painting
again. 70

Reflections

Swimming, riding and
performing... TV, Uavel
and sweet taste sensa-
tions...exotic animal
visitors from all over the
globe. ..even a letter from
the White House. Find
out what students, clients
and staff have been
doing. J4

Involvement

At Perkins, the involve-
ment of everyone from
Board of Trustees
President C. Richard
Carlson to you is
extremely important and
gratefully appreciated.

Development

Long-time Treasurer John
W. Bryant retires after 39
years of dedicated service
to the School. 70

Contents

For over fifty
years, Mary
Grace Knap
Buitt's compas-
sion and dedica-
tion improved
the lives of
countless blind
children in
China. Story on
page 4.

--—it

Persevere: To persist in or remain constant to

Perseverance

a purpose, idea, or task in spite of obstacles.

Wins

Perkins oldest alumna celebrates a birthday.

Samuel Gridley Howe, Perkins first
director, liked to say that "Obstacles are
things to be overcome." Although Mary
Grace Knap Burtt did not know Dr.
Howe personally, her life has embodied
his motto. Perkins oldest living alumna,
Mary celebrated her 100th birthday on
November 28, 1989.

Born in Pittsburgh, Pennsylvania,
Mary Grace Knap lost her vision at age
two as a result of a bout with spinal men-

ingitis. Her mother later moved the
family to Boston because she was un-
happy with the education her 9-year-old
daughter had been receiving. Wanting
Mary to get the best education possible,
Mrs. Knap contacted the Perkins
School, which she had heard was a place
that prepared the blind to become con-
tributing members of society.

In 1899, Mary began her Perkins
education at the kindergarten, then

Reprinled with permission of the Worcester Telegram and Gazette @ 1 989

located in Jamaica Plain. She later lived
and attended classes at the South Bos-
ton campus. Michael Anagnos
and Edward Allen served as Directors
while Mary was at Perkins, and her class-
mates included Tommy Stringer, one
of the more well-known Perkins stu-
dents of that era. In June 1909, Mary
Grace Knap graduated. The motto of
the senior class that year was "Persever-
ance Wins."

Mary went on to attend Wellesley
College, graduating with honors in
1915. The following year she earned a
Master of Philosophy degree from
Columbia University.

While studying at Wellesley, Mary
met three Chinese students who in-
formed her of the great need for serv-
ices for the blind in their homeland.
From the moment she heard this,
Mary's life took a turn that would lead

Mary and
Ruby

her across the Pacific to China twelve
times over the next fifty years. She had
found hercalling.

In spite of strong opposition from
her family, Mary sailed for China for the
first time in 1917. She accompanied two
missionaries, Mr. and Mrs. Edwin Burtt.
Soon after they arrived, Mary opened
the first school for blind girls in China.
She later adopted a blind two-year-old
Chinese girl who followed in her foot-
steps, attending Perkins, and eventually
also becoming a teacher of the blind.

The first Mrs. Burtt died in 1920,
and two years later Mary and Mr. Burtt
were married. For the next fifteen years,
in what were often hostile circum-
stances, Mary continued to educate
girls who were blind and visually im-
paired. Chinese warlords were in con-
stant dispute, and the Japanese had

begun to move into Chinese territory in
the mid-1930's. The seemingly constant
political unrest often disrupted life at
the school.

Mr. Burtt died in 1937, leaving Mary
to bravely carry on her work alone. She
kept her school open through most of
World War II. During those years of tur-
moil and uncertainty, the school took in
a great number of orphaned babies.
Though Mary and her older blind stu-
dents did their best to care for these
children, many died. Mary describes
this as one of the greatest tests she faced
in all her years in China.

In the face of a final Japanese offen-
sive and the threat of internment in a
concentration camp if captured, Mary
left her beloved school in 1944. She re-
turned to the United States, and was
paired with a guide dog named Ruby

When Mary Grace
Knap and the Perkins
Class of 1909 gradu-
ated,Teddy Roosevelt
had recently com-
pleted his 2nd term
as President, Henry
Ford's new Model T
was selling for $850,
the Wright Brothers
were about to build
the world's first
airplane factory
and the oldest
school for the
blind in the
United States
was prepar-
ing to make a
big move.

Concerned with the lack
of open space for students to
ran and play on the South
Boston campus, the
Perkins admini-
stration had
been con-
templating
a change of loca-
tion for some time.
The 38-acre Stickney es-
tate on the Charles River in
Watertown fulfilled the
School's requirements and
was selected as the site for the
new Perkins campus. In the
spring of 1909, Perkins third
director, Dr. Edward E. Allen,
had traveled to Europe to
evaluate 66 schools, work-
shops and agencies for the
blind. He learned much that
would help shape the new
Perkins, but found nothing

IS-** 3-

that was superior to Dr.
Samuel Gridley Howe's Cot-
tage Plan, which had
been developed in
1869.

Dr. Allen
promoted
Howe's Cot-
tage Plan as in-
corporating the
"ideal of making each
cottage a home and each
group of students a family. "

An enormous amount of
discussion and planning pre-
ceded the construction of the
Watertown campus, which
was completed in 1912. A
great deal of time was spent
on architectural features, such
as the Gothic tower, which
have come to be so closely
identified with Perkins. Be-
yond aesthetic concerns, a

who would be her companion for the
next 13 years. Her return also brought
her back to Perkins where she taught
during the 1944 - 45 school year. In our
1946 Annual Report, Director Gabriel
Farrell wrote:

"We have had the pleasure of having
as a teacher this year Mrs. Mary Knap
Burtt, a graduate of Perkins, and of
Wellesley in 1915. Following gradu-
ation, Mrs. Burtt went to South China
where she opened a school for blind
children. Driven out by the Japanese in-
vasion, Mrs. Burtt flew over 'the hump'
and finally reached this country, and
came to Perkins for the year. During
the summer Mrs. Burtt sailed for China,
taking with her a good many supplies
ranging from clothes to a sewing ma-
chine, which Perkins gladly provided
to help her open her school. Totally

blind, guided by her dog Ruby, Mrs.
Burtt is one of the best representatives
of Perkins, carrying on the work in for-
eign fields. It has been a privilege hav-
ing her at Perkins this year."

When she arrived back in China,
Mary found that in the final months of
the Second World War her school had
been destroyed and her pupils scat-
tered. More obstacles... Living up to her
class motto, Mary rebuilt her school,
and for the next four years she took in
and educated blind girls in the Shiu
Hing area of South China. With the
onset of the Chinese Civil War and the
advance of the Communist Red Army
in 1949, she left her school for the last
time. Mary describes this last goodbye
from the perspective of her guide dog
Ruby in an unpublished memoir tided,
"I'm Ruby - The Guide Dog."

She stretched
out her arms
and drew as
many as she
could in one
big embrace . .

more functional component of
the planning was the decision
to preserve Howe's Cottage
Plan on the new campus. This
decision has affected the lives
of all the students who have
lived, learned and grown up
as members of the Perkins
family over the last 78 years.
Maintaining the cottage sys-
tem in Watertown was one of
many decisions that have set
Perkins apart over the years,
making the School more like a
home to its students.

y ^

,/*..

.. r )l|l r. || rri. r ||| 'i *• ',<£!."

Mary tuas
smiling, joking,
and full of
spirit, warmth,
curiosity, and
memories.

"She put on my harness, gathered up
two or three things which she had to
carry and left her room for the last time.
All the precious children were gathered
inside the gate waiting for her, but she
knew she would be undone if she tried
to talk to them. So she just stretched out
her arms and drew as many as she could
in one big embrace which she hoped
they would remember ..."

Through the following years Mary
worked with blind adults in Connecti-
cut, served as a braille proofreader for
the Nadonal Library of Congress, and
made several trips to Hong Kong to
work with blind children. From Hong

Kong she attempted one final visit to
mainland China, but her entry was
barred by the Communist government.

Since 1982, Mary has lived at the
Washburn House for Retired Women in
Worcester. On a recent visit, representa-
tives from Perkins presented her with a
plaque which includes a photograph of
the School and an inscription in both
print and braille which reads:

The Students, Staff, and Trustees of
Perkins School for the Blind recognize and
honor Mary Grace Knap Burtt on lier 100th
birthday. Her years of service and. her commit-
ment and dedication to people who are blind
and visually handicapped have been inspira-
tional to countless Perkins students and staff.
November 28, 1989
Kevin J. l^essard, Director

Research Librarian Ken Stuckey former
Perkins student and teacher Dorothy Inger-
soll, and Taiwanese teacher trainee
Yueh-Hsia Yu (which roughly translates
into English as Moon Set) traveled to
Worcester to visit Mrs. Burtt. In addition
to the plaque, Mary received flowers
from Dorothy Ingersoll and Chinese
cookies and candy from Moon Set. Smil-
ing, joking, and full of spirit, warmth,
curiosity, and memories - full of life at
100-years-old - Mary accepted the gifts
and attention with what Hildajane
Miller, the administrator of the Wash-
burn House, described as "her usual
modesty."

Conversation with Dorothy Ingersoll
and Moon Set evoked a torrent of
memories that seemed to be just waiting
to be set free. Mary was thrilled to meet
them both. She and Dorothy remi-
nisced about the Perkins of days gone
by, and she shared a special alliance with
Moon Set. To be in the presence of
someone from her long-time adopted
home was a special treat. They tried to
converse in Chinese but found they
spoke different dialects. "I feel as if I am
part Chinese," Mary told her new Chi-
nese friend as she gave her another hug.

As her visitors from Watertown reluc-
tantly gathered their things and pre-
pared to leave, Mary Grace Knap Burtt •
ran her still nimble fingers over the
braille inscription of her plaque and
spoke sofdy to herself.

"Mary Grace Knap Burtt . . . years of
service . . . commitment and dedication . . .
Why would they want to recognize and
honor me? . . . inspirational . . . Inspira-
tional to whom? . . . they can't possibly
remember ..."

Again and again, Mary's fingers fol-
lowed the lines of braille. She was read-
ing to herself . . . and smiling.

The Perkins Class of 1909 was right.
"Perseverance Wins!"

Painted
faces

running
bases

Two of America's

favorite pastimes - baseball

and the circus - met

recently on the Perkins

campus when a group of

Ringling Brothers and

Bamum and Bailey clowns

challenged our students

to a ballgame.

Smiles were
easy to find.

"Perkins baseball" is a bit
different from what you might
see at Fenway Park. The bases
and basepaths are raised so
our students can get around,
and a soccer ball is pitched to
the plate on one bounce.
Batters time their swings to
the sound of the bounce.

While our older students
slugged their way to an 8 to 1
victory over a team of blind-
folded clowns, our younger
students sat on laps and met
the clowns up-close. Wide
smiles, hugs, and happy
laughter provided as much
warmth as the bright sun and
cloudless sky.

On this magical day it was
difficult to determine who had
the most fun. Under the wigs
and painted faces that our
students found so fascinating,
the clowns were smiling smiles
that wouldn't go away, and
our students matched them
grin for grin.

It's not hard to see why
both teams are looking for-
ward to a rematch.

Swings like this
couldn't miss.

Is that really
your nose?

;;

Some of the
spectators
couldn't resist
the urge to
dance.

On a magical
day many friends
were made.

By Adam

\J . Green

Revtival

Wispy strokes of vermilion swirl from
the artist's brush onto a fresh canvas.
Years have passed since his last painting
was completed, however, the deep
memories of a dancing brush moving
from pallet to canvas have not been ex-
tinguished. The forms are now crude -
merely splashes of color - and only in
spirit resemble his former work. Yet, as
the artist steps back to view his creation,

A dancing he is pleased. He has rediscovered a

part of himself which he thought was

brush moves gone forever.

Gary Sloane, a client in the Perkins

from pallet to Head Injury Program, studied at the

Cleveland Art Institute and Boston

canvas with Museum School where he specialized i

abstract art on a grand scale. Tragically,

renewed spirit. a head injury suffered in a fall in 1981
left Gary with significant motor and
cognitive impairments, as well as a
severe visual field loss.

No longer able to see and create the
work he was accustomed to, Gary with-
drew from everything associated with
art. Brushes and paints lay dormant.
There were no trips to museums. The
bare walls of his room revealed nothing
about the artist within.

Upon entering the Perkins Head
Injury Program in 1988, it was suggest-
ed to Gary that he resume
painting. Gary was apprehen-
sive at first — his vision had
not improved significantly.
However, after learning that
other visually impaired head
injured clients continued to
enjoy art with the aid of adap-

tive equipment and staff assistance, he
agreed to observe a session.

With the initial barrier broken, Gary
started painting and immediately came
face to face with the realities and limita-
tions caused by his head injury. Several
frustrating months of experimentation
and consultation with psychologists,
occupational therapists and low vision
specialists led to gradual success.

"I really missed painting, and I'm
glad I'm doing it again today," says Gary.
"I do get frustrated when I can't see the
whole canvas, and sometimes I can't
even remember what I just painted if I
go to get a cup of coffee . . . but the
special lights I got at the low vision
clinic really help me to see better, and
when I see better I think I almost
paint like I used to."

Although the Perkins Head Injury
Program serves many clients without
visual deficits, the link between head
injury and vision impairment is notable.
■ According to a 1988 National Head
Injury Foundation study, 42% of all
Jpeople who are head injured suffer
»BP: some damage to normal sight. The
Perkins Head Injury Program has the
unique ability to draw not only on the
latest technological advances in rehabili-
tation, but also on a foun-
dation of over 160 years of
helping people who are
blind and visually impaired
lead productive lives.

The author, Adam J. Green, is a
Residence Manager in the Head
Injury Unit at Perkins.

Sounds of
the wild were
everywhere,
as Perkins be-
came a jungle
for the day.

In Touch With
Nature

Squawking, hissing, hoot-
ing, at times even talking, a
group of furry, feathery,
spiny animals from Busch
Gardens in Tampa, Florida
filled Dwight Hall with
sounds of the wild and
made friends with many
Perkins students.

The animal guests in-
cluded "Chi-Chi," a one-
year-old Australian wallaby;
"Rainbow," a talking
Catalina macaw; "Evan,"
a 7-year-old great horned
owl; 'Tara," the toucan;
"Hogan," a military macaw;
"Changa," a 2-year-old Afri-
can chimpanzee; "Buddy,"
a Florida king snake; and
"Duke," an African hedge-
hog- Sheila Wood, curator
of Busch Gardens' Animal
Training Center and Nai-
robi Field Station Animal
Nursery, described each
animal's appearance and
behaviors. Students then

had the opportunity to
touch some of the animals
and find out even more
about what their visitors
were like.

The dry scales of a
snake, the rough quills on
a hedgehog's back, and the
texture and size of a toucan's
beak are concepts that are
hard to explain with words
alone. For our students,
touching the animals -
even having some of them
eat from their hands - was
a real treat. We hope our
new animal
friends enjoyed
their visit as
much as we
enjoyed having
them.

An International
Exchange

A group of Russian educa-
tors, philosophers, and sci-
entists recently visited our
Deaf-Blind Department for
a week of observation and
sharing of ideas. The visit,
sponsored by the Interna-
tional Founda-
tion for the Sur-
vival and Devel-
opment of Hu-
manity, allowed
for a lively ex-
change of infor-
mation covering a wide
range of teaching ap-
proaches and innovations
applied here and in the
USSR. Deaf-Blind people
in both countries will cer-
tainly benefit from what
was learned.

Another group from
the Soviet Union will be
visiting in the near future.
We look forward to meet-
ing them and cultivating
the increased openness
between our countries.

Swim for Sight

Eight Perkins students
recently joined 150 other
volunteers in the Eye
Research Institute's "Swim
for Sight." 20-year-old
Anindya Bhattacharyya, a
student in Perkins' Deaf-
Blind Program, said he
swam "to help researchers
find a way to help people
with vision problems see
again."

Anindya and his class-
mates were swimming to
help support the Institute's
research on macular de-
generation, glaucoma,
retinal detachment, and
other eye diseases. Our
students had a good time
supporting a good cause.

Along

For The Ride

For the eighth consecutive
year, Perkins Lower School
students are visiting Wind-
rush Farm in Boxford,
Massachusetts where horse-
back riding is the main
event. With the help of
teachers Robby Tomascoff
and Paula Witham and vol-
unteers from the farm, the
students get involved in
grooming and tacking up
the horses before their
rides. In the barn and out
in the fresh air, the unfor-
gettable experience of rid-
ing is one of both physical
and emotional challenge.
For some students it offers
the chance to indulge in
something completely new
and different and to over-
come fears. For others, it is
a time to gain a sense of re-
sponsibility and accom-
plishment. For all who par-
ticipate, it is an exceptional
opportunity for individual
strengths to shine through.

There's Always
Tomorrow

Secondary Services drama
students have outdone
themselves once again.
Their recent musical pro-
duction of Anniecon-
vinced everyone who had
the opportunity to enjoy
it that you
don't need
to wait for
tomorrow
for your
dreams to
come true.

Reflections

How Sweet It Is

What's spring in New
England without a little
sugaring off? Our Boy
Scouts didn't want to find
out so they trekked up to
New Hampshire to learn
where the pure maple
syrup they use on their
pancakes really comes
from. Here, Explorer
Scout David Lahey and a
friend enjoy a bit of the
sweet stuff in the form of
"sugar-on-snow."

Close Up

It seems that the Project
Close Up trip to Washing-
ton D.C. has become an
annual event for students
in our Secondary Services
Program. Through Close
Up, our students meet
other high school students
from across the United
States and participate in
daily study visits to the
House of Representatives,
Senate, Supreme Court
and a variety of federal
agencies. The program
provides an invaluable op-
portunity to understand
the inner workings of our
federal government. Sec-
ondary students Lee Fa-
rina, Michelle Pierce, and
Kirk Brincklow recently
traveled to Washington
with faculty advisor
Dorothy Jackman.

Thanks

Carroll Award

Kim Charlson, the Assis-
tant Director of the Re-
gional Library for the
Blind here at Perkins, was
recently inducted into the
Carroll Society. Sponsored
by the Carroll Center for
the Blind and the Massa-
chusetts Commission for
the Blind, the Carroll Soci-
ety recognizes the commit-
ment and dedication of
blind and visually impaired
employees who have made
outstanding contributions
at their jobs.

Kim, a Perkins em-
ployee for five and a half
years, has been
consistently
praised by co-
workers and
library patrons
for the courte-
ous and effi-
cient service
she provides.
We recognize her contribu-
tion to Perkins and to the
readers she serves, and we
congratulate her on receiv-
ing this honor.

The Telephone Pioneers, a volunteer group of AT&T
employees, visited our Secondary Services Program
and presented our students with four braille Scrabble
games. Here, Chiu - Hei Chan accepts a game from
Feather and Pokey of the Pioneers.

On The Air

Evening Magazine recent-
ly filmed a story on our
Infant-Toddler Program. If
you had the opportunity to
see the show, which aired
nationally on April 19th,
we would love to know
what you thought of it and
answer any questions you
might have.

The Infant-Toddler
Program serves the needs
of children, aged birth to
three, who are blind or
visually impaired. It also
provides support for the
families of these children.
The program is based on
the belief that early intro-
duction of services maxi-
mizes the physical and
mental development of
each child, and that a part-
nership between parents
and Perkins staff is crucial
to success. .

eveni

I M A G A Z I

I N E J

Quilts On The Go

Young Lower School art-
ists, featured in the Fall
1989 issue of The Lantern,
have attracted some very
positive attention. Their
quilts have been display-
ed ,in the Boston Public
School System, the
Westwood Massachusetts
Public Library, and at quilt
shows in Manchester, New
Hampshire and Worcester,
Massachusetts. Their
"Habitats" quilt was recent-
ly displayed at the annual
Conference on the Visually
Impaired Child in Ontario,
Canada.

The quilts have be-
come so popular that even
first lady Barbara Bush has
heard about them. As you
can tell from the letter be-
low, she too, is quite im-
pressed with our Lower
School students' artistic
abilities.

Our students appreci-
ate the opportunity to
share their creativity. If you
know of a place where one
of our students' quilts
might be enjoyed, please
contact Jennifer Brewster
in our Public Relations Of-
fice at (617) 924-3434, ex-
tension 335.

C. Richard Carlson has been a
member of the Perkins Board of Trus-
tees since 1971, and President of the
Board since 1978. After almost twenty
years of service on behalf of blind stu-
dents and clients at Perkins, it is not
surprising that he was willing to extend
his commitment across the Adantic
to Africa.

For die past two years, Mr. Carlson's
son David has been working with the
Peace Corps in Niger. The primary
focus of David's work has been on agri-
cultural issues, but he has followed his
father's lead and also become involved
in providing services for blind people.

In meetings with the administrators
of the school for the blind in Niamey, a
city of about 200,000 and the capital of
Niger, David Carlson discovered that
some of their more pressing needs were
for information, spare parts and tools to
repair braillers. He wrote to his father,
explained the needs of die school and
requested help.

When Mr. Carlson visited his son
several months later, he brought a new
Perkins brailler, a brailler repair man-
ual, and brailler parts and tools. He met
with school officials and conducted a

C. Richard Carbon with a
teacher from the School for
the Blind in Niamey, Niger.

short course on brailler repair and main-
tenance for the school's teaching staff.

Board members such as Mr. Carlson,
who become directly involved in the
work of Perkins and even go so far as to
carry their commitment abroad, set an
admirable example. They also follow an
example set by everyone who is involved
in the achievements of Perkins.

Involvement at Perkins, always de-
pendent on individual circumstances
and opportunities, can be achieved on a
variety of levels . . . from the morning
program aide who painstakingly teaches
a younger student
to tie his shoes, to
the classroom
teacher who, day
after day, teaches a
student the alpha-
bet in hopes that
she will one day
read . . . from the
machinist in Howe Press who's attention
to detail insures the high quality of our
braillers, to the volunteer who reads to a
high school student one night a week . . .
and from friends of the School who
make annual contributions, to teacher
trainees who spend a year away from
family and friends in
order to return home
to India, or Jamaica, or ■
Niger, bringing skills
and information that
will improve the lives of
blind people in their
countries.

At Perkins, every-
one's involvement . . .
a Board member such
as Mr. Carlson, a
volunteer, a parent, a
teacher, or a donor . . .
is individually moti-
vated, distinctively
important and grate-
fully appreciated.

John W Bryant Retires

John W. Bryant recently retired as Treasurer of
Perkins after serving in that capacity for 1 7 years.
Prior to his tenure as Treasurer, Mr. Bryant had been a
member oftlie Perkins Board of Trustees and the Assis-
tant Treasurer. He has been associated with the School
for almost 40 years. ♦ As Chairman of the Finance
Committee, Mr. Bryant advised three directors, offering
support and guidance during a period of dramatic change and growth. Through the years,
he has ahuays taken a keen interest in the activities of the students and clients, often attend-
ing athletic competitions, concerts and dramatic performances. ♦ Everyone at Perkins
wishes Mr. John Bryant well as he pursues his varied interests in the years to come.

Perkins Endowment

The Perkins Program as it has devel-
oped and been maintained for more
than one hundred and sixty years has re-
lied upon a growing endowment at ev-
ery step along the way.

Endowments which are adequate to
put a program into effect are rarely suffi-
cient to keep it going. As with every pri-
vate school and college that is keeping
abreast or ahead of the times, Perkins
needs to see its endowment grow.
Through bequests and donations, and
through a few government grants, we
have been able to expand existing serv-
ices and add new ones as needed. We
are confident that our friends will con-
tinue to support us in ever increasing
amounts.
Form of Bequest

I hereby give, devise, and bequeath
to the Perkins School for the Blind, a

corporation duly organized and existing
under the laws of the Commonwealth

of Massachusetts, the sum of

dollars ($ ) , the same to be ap-

plied to the general uses and purposes
of said corporation under the direction
of its Board of Trustees; and I do hereby
direct that the receipt of the Treasurer
for the time being of said corporation
shall be sufficient discharge to my ex-
ecutors for the same.
Notice

The address of the Treasurer of the
Corporation is as follows:

H. Gilman Nichols,

Fiduciary Trust Co.,
175 Federal Street,
P.O. Box 1647,
Boston, MA
02105-1647.

In
Gratitude

Perkins School for
the Blind gratefully
acknowledges recent
donations in memory
of Betty Abbott,
Dorothy Barron,
Gertrude Bender,
James Berry, Alice B.
Betro, Lucy L. Blake,
Evelyn Cottle Maynard
Brooks, Martha Burns,
Louis Capariccio, Liela
E. Carey, Eugenia
Cards, Christopher
Contos, Marlin H.
Davis, Marie T.
Donnelly, Robert W.
Eaton, Lillian F. Flinn,
Lucille Fortin.Joan
Fraser, Colin Michael
Gillis, Jennie Linscott
Gleason, Catherine
Harte, Elsie Heintze,
Ann Keddy, Sylvia
Keeley, William
Thomas LeBlanc,
Harry Lehner, George
R. Leonard III, Stanley
Mason, Mary W.
McWilliams, Thomas
Meagher, Helena
Meehan, Edith
Mehaffey, Matthew
Thomas Murray,
Gertrude Oakes,
Florence O'Connor,
John O'Leary, Veda
Parker, Maria
Pellegrita, Richard
Powell, Nancy Pratt,
Mary Louise Rawle,
Viola Roberts, Mathias
Rock, Beatrice Ross,
Emma Ross, Isabelle
Rossi, Henry
Roszkowicz, Irving
Rothstein, Barbara
Schwartz Scalzo, M.
Jane Shanahan, Mary
E. Fitzgerald Shepard,
Catherine Sliney,
Ernestine A. Smith,
Virginia M, Smith,
Mary G. Storrow,
Robert Sutherland,
Moe Tanke, Gladys M.
Tedeschi, Sam Thall,
Helen Toof, Ralph
Torchio, Donald K.
Usher, Hermann B.
Weiner, Mark
Zambone.

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. The school
is an accredited member of the New
England Association of Schools and
Colleges, the National Accreditation
Council for Agencies Serving the Blind
and Visually Handicapped, and the
National Association of Independent
Schools. It is licensed by the Massachusetts
Departments of Education and Mental
Retardation and by the Common-
wealth's Office for Children.

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to all
the rights, privileges, programs, and
activities generally accorded or made
available to students at the school. It
does not discriminate on the basis of
race, color, creed, national or ethnic
origin in the administration of its edu-
cational policies, scholarship and loan
programs, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Sueet
Watertown, MA 02172
(617) 924-3434
Editor: William Brower

Non-Profu
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

TheLantern

FALL

19 9 0

PERKINS

SCHOOL

FOR THE

BLIND

TheLantern

Message from the Director

he School Year 1990-1991 offers all of us at
Perkins many opportunities and many challenges.

Our enrollment in both day and residential programs has remained stable, and our
diagnostic evaluation programs are serving an increasing number of students. Our outreach
effort to students in public schools throughout New England is increasing, as are our services
to teachers and direct care staff as we expand in-service training and workshop presentations.
The Hilton/Perkins National and International Programs have developed a wide
array of services in this country and overseas. Programs for infants who are visually impaired

or blind and for their parents, as well as teacher training
opportunities, are being made possible through a grant re-
ceived from the Conrad N. Hilton Foundation.

Our Regional Library Services will provide more
comprehensive service to our 15,000 patrons this year. Addi-
tional State funds have been provided for this program.

The challenges we will face, however, are reflected in both Federal and State budget
problems, which have already had a negative effect on human services and education bud-
gets. Additional cutbacks are being considered at this time. Professionals and parents must be
prepared to work together to provide strong advocacy for the service needs of all handi-
capped children and adults.

The Americans With Disabilities Act, recently enacted landmark legislation, will only
be effective if appropriations are made available and enforcement is regulated by Federal and
State officials. In addition, all handicapped people will need
to work closely with their advocates and associates if adequate
funding levels are to become reality.

Opportunities and challenges are always a part of
our education and rehabilitation services. This year, however,
as we work closely with parents and consumers, we seem to
face a greater number of challenges than ever before. I am
confident that, as always, we will respond to these challenges.

Kevin J. Lessard, Director

A WORLD OF
POSSIBILITIES

Adaptive technol-
ogy encourages
new perspectives that
bring imagination, cre-
ativity and determina-
tion to problem solving.
Creative solutions are
emerging and taking
the words "I can't"
out of the Perkins
vocabulary.

let the sun
Sign Down

A glimpse of
summer to keep
you warm as chilly au-
tumn nights remind you
of the frosty winter to
come.

TheLantern

Volume LX, Number 1
Fall 1990

SENSING
NATURE'S BEAUTY

Join our Lower
School students
for an enlightening walk
down the Cape Cod
National Seashore's
Buttonbush Trail.

REFLECTIONS

Shouts and laugh-
ter float across
the Lower School field,
while a stone mason
hammers above. Life on
the farm comes to
Perkins, while Perkins
goes national in Life.
Settle into a comfortable
chair and read about
recent happenings at
Perkins.

Graduation

PERKINS PROJECT
WITH INDUSTRY
HOSTS

CONGRESSIONAL
BREAKFAST 19

TEACHER TRAINEE
GRADUATION 20

EMPLOYEE
RECOGNITION

DEVELOPMENT

We welcome two
new trustees

and recognize a donor's

'thank you.'

Contents

Neia McGinn
is exercising
more control
over her
environment
and expressing
her desires
through the
liberating tools
of adaptive
technology.
Story begins
on page 4.

PERSPECTIVE AND

IMAGINATION,
REHABILITATION

TECHNOLOGY
S EQUIPPING STU-
DENTS WITH THE
COOLS THEY NEED

TO OVERCOME

ENVIRONMENTAL

OBSTACLES

AWORLD OF
POSSIBILITIES

When did you last purchase a piece of
equipment? Perhaps a gas grill, a stand for
your television, or a child's toy The packag-
ing might have indicated "simple assembly
required." You removed all the parts: the
nuts, and bolts, clamps, screws, and
washers... and the assembly instructions.
Did they look as if they were written by
someone who was unsure of your language?

How did you feel? Frustrated...
helpless... perhaps more than a little bit
angry? Did you also feel that there was
something wrong with you? After all, the
box said "simple assembly" and it certainly
wasn't simple for you.

Simple Assembly Required

JLf you can relate to
this situation, you have a
sense of what it feels like
to be physically, emotion-
ally, or mentally challeng-
ed as the students at
Perkins are. It can be an
unpleasant feeling. A
feeling that at times says,
"Something is wrong
with me."

Fortunately, there is
a more positive way to
approach this situation.
Change your perspective.
Maybe the something
that's wrong is not wrong
with you. Maybe there is
something wrong with
the assembly instructions,
with the parts, or the fas-
teners. Maybe it's not you
at all.

New and different
perspectives are encour-
aged at Perkins, and per-

Choices

Neia McGijln is m
hef| pronevstamder. She i
shaking a bright red
chewr-leadjr s nom-pom

and watching her teacher,'
arbara Birge, blow
ubbles. Not. surprisinglv.
Jeia is smiting. Neia's
erebral palsy limits he:
bility to cJntralae
ent. Herlhearing loss is
;he is legally
r stander, she
ight bearing
ling the move
head,
ler mothe
ell, the new
de of heavy
was less ex-
ore func-
commercial

vere anc
lind. In '
orks on ?
d contrcj
ent of he
Built by1
ex Trues|
nder is i
dboard,
sive andl
al than til

tic* aftdjiie choices t
ccompany it have.be.!
o emerge for Neia.
... She- has enough mu
cdriuol to hit a large switch
that controls four lights on
a panel. Pictures or objects
can be attached above the
lights with velcro. Neia hits
the switch until the light.
under her choice is lit. This
scanning device allows Neia
to choose the snack she
wants, or activity she wan
liyD2ffiticipatelh, or the
marker she wants to color

jjder Neia-*reviously

I. In the oiistander,
towered &wve the
■ students in'her class. -"""
Novlshe is at thmrllevel.
Mori a part of hlr environ-
ment. Not so different.

In replacing i
mercial stander )
handmade one, Ne
mother and Alex worltel
closely with her teacher^
The collaboration resulted
in a subtle but extremely
sensitive change in the way
Neia can interact in her
classroom.

Interaction has not al-
ways been a possibility for
Neia. She does not speak
and cannot sign because of
her cerebral palsy. Recently,
through adaptive technol-
ogy, expressive communica-

Nexa loves the light
panel and is happier since
she has started using it.
Imagine the feeling of lil
eration! Of/mally exercis-
ing some/Control Over ner
enrirpriment. Making!
choices. Expressing desires.

REHABILITATION TECHNOLOGY

CAN BE VERY TECHNICAL, BUT IT CAN

ALSO BE VERY SIMPLE.

haps no one encourages
them more than Alex
Truesdell, a specialist in
the field of Rehabilitation
Technology. According to
Alex, much of the success
achieved in this field is
the result of looking at
problems creatively and

imaginatively. "We try not
to just accept it as a mat-
ter of fact if a child can't
do something. We never
say, 'There's something
wrong with this child.'
Instead we look very
closely at equipment and
environments. If we look
hard enough in these
areas, we usually find our
solutions."

Jay Gibson, a 16-year-
old student in the Deaf-
Blind Program, has ben-
efited tremendously
from Rehabilitation Tech-
nology. Jay has profound
hearing loss and is visu-
ally impaired. He also
has cerebral palsy, which
greatly resuicts the use of
his limbs. In spite of his
challenges, Jay embraces
life. He loves nature and
the outdoors and is espe-

cially interested in bugs!
Adaptive technology has
provided Jay with oppor-
tunities to explore his in-
terests and live his life
more independentiy.

Rehabilitation Tech-
nology can be very
technical, but it can also
be very simple. Alex of-
ten uses velcro and heavy
cardboard, and thinks
that in many cases inex-
pensive low-tech solu-
tions can be just as valu-
able as more expensive
high-tech equipment. Jay
Gibson's situation pro-
vides examples from both
ends of the spectrum. He
uses a motorized wheel-
chair to get around cam-
pus. The chair, which Jay
operates with his chin,
has made it possible for
him to act on decisions

Adaptive technology provides Jay with more opportu-
nities to make independent choices.

I Can Do It All By Myself

that he makes indepen-
dently. He can stop to ex-
amine the many varieties
of trees and shrubs. He
can watch birds and
squirrels. Smell flowers.
Even find his own bugs.
Jay has more control over
his environment — he is
more a part of his envi-
ronment.

In his cottage Jay can
also decide where he
wants to go, what he
wants to do, and who he
wants to spend time with.
Follow Jay as he travels
from the living room,
through the kitchen to-
ward the elevator. He has
decided to go up to his
bedroom to get a book.
As he gets on the elevator
and reaches for the but-
ton, something most of
us take for granted and

Interaction with a
stimulating environment is
necessary for every child's
development. For develop-
mentally-delayed, multi-
impaired children, such
interaction may not come
easily. Often, specialized
environments must be cre-
ated to stimulate interest in
the outside world and meet
unique learning needs.

When Lower School
teacher Storm Barkus con-
sulted with Alex Truesdell
on her student Keri
Shubert's behalf, the result
of their work was a realistic
skills table. The table is fun
for Keri, and it also moti-
vates her to meet a wide
variety of her developmen-
tal and educational goals.

The realistic skills table
includes a mailbox, a door
handle with lock and key, a
rewired telephone, various
cubbyholes, switches,
nooks and crannies... even
a garage for Keri's toy
police car.

The cubbyholes help
Keri begin to understand,
and gradually develop, the
concept of spatial organiza-
tion. Cassette tapes of her
favorite music are kept in
the various comparmients.
As Keri learns which tape is
stored in each space, she is
reinforced by the opportu-
nity to listen to her favorite
songs.

The various gadgets
provide stimulation in an
environment that is safe
and organized. Mastery of

daily living skills can be im-
mediately reinforced. Keri
can retrieve mail, packages,
or surprises that are deliv-
ered to her box, and push-
ing various buttons on her
phone will allow her to lis-
ten to sections of her favor-
ite sorigs^ The crucial con-
cept of cause and effect can
be developed as Keri real-
izes more and more that
her choices and actions are
connected with tangible
and reinforcing results.
When she pushes a switch,
a fan blows cool air. When
she releases the switch the
air stops. Keri is growing in
the realization that her ac-
tions have an impact on
what happens around her.
Recently Keri has been
letting her mother and her
teachers know that she "can
do it all by herself more
and more regujarly.

These creations have recently emerged from the adaptive technology workshop.
Each of them addresses needs and develops skills of Perkins students.

would hardly think about,
you realize there is a
problem. Jay lacks the
fine motor control
needed to press the but-
ton for the second floor.
How does he feel? Prob-
ably the same way you did
when you couldn't put
that mechanical gadget
together. Frustrated....
angry... another road-
block.

This is where adaptive
technology comes in. Is
there something wrong
with Jay? Of course not.
There is,
however,
something
wrong with
the envi-

ronment. Specifically,
with the elevator. This is
where Alex and many
other Perkins teachers
are at their best — bring-
ing imagination, creativ-
ity, and determination to
problem solving.

Jay doesn't have the
motor control necessary
to push a small elevator
button. He can, however,
hit a larger button, and
this is what Alex focuses
on. She designs an inex-
pensive paddle-like de-
vice that allows Jay to hit
the call button for either
the first or second floor.
It seems so simple, yet
this is the kind of solu-
tion that is often over-

looked. Just like the
wheelchair, it empowers
Jay. It expands his world
of possibilities. And it
goes a long way to com-
bat those feelings of inad-
equacy and helplessness
that so often accompany
the words "I can't." As
Alex often says, "Let your
imagination run wild,
and remember, the sim-
plest solution is always
the best." This sounds
like good advice, not only
for Rehabilitation Spe-
cialists and those who
work with handicapped
students, but also for the
rest of us.

Going up? ...Or down? Jay can noiu make it happen himself.

^£T THE su

. D • O • W -•- N •

Translation:
Celebrate Summer

Jet your fingers do
the walking," read the poster
at the edge of the field. The
words referred to hands
which formed letters in sign
language welcoming partici-
pants to the Second Annual
Deaf-Blind Program Field
Day. Beyond the poster, the
grass was spotted with color-
ful balloons, and staff mem-
bers wore bright costumes
and painted faces. The
Deaf-Blind Program could
not have asked for better
weather to hold their annual
celebration of summer.
The day began with a
parade of students and
teachers gallantly marching
through the campus, leaving
a trail of smiling cheer
behind. While students,
decked out in their wonder-
ful T-shirts made especially

fltffip

ffW*f*

for the day, played various
instruments, staff members
disguised themselves as
clowns and added to the
fun. Later, as the bright sun
shone down, it was not un-
usual to see a water balloon
flying through the air
towards a soon - to - be - wet
clown. Relay races, arts &
crafts, and a delicious variety
of food and cool drinks
highlighted the day.
As the afternoon
approached and the sun
began to drop in the sky,
the excitement wound
down with music and songs
that ended the day on a
happy note.

Shorts, T-shirts, cool drinks, water
balloons, games galore, and all
the while, the sun streams down...
summer must be here!

Braille signs add to
the muUi-sensory
experience enjoyed by
Jack on Cape Cod 's
Buttonbush Trail.

Sensing
Natures
Beauty

magine a place where you feel
close to nature. . . A place where your
senses come alive. A warm breeze
rushes across your skin and through
your hair carrying aromas of apple
blossom, pine, and the sea. Listen as it
rusties through the trees and the tall
grass surrounding a fresh water pond.
The sounds of redwinged blackbirds
and the splashes of jumping fish travel
over the water. Run your fin-
gers across the rough bark
of a pitch pine or feel the
unique texture of a beach
plum. Taste the sweetness

of wild blueberries....

Being close to nature, we become
more aware of the delight all our senses
can provide. On the Buttonbush Trail
at the Cape Cod National Seashore in
Eastham, Massachusetts, people who
are blind have the opportunity to expe-
rience this closeness and the wonder it
evokes.

The quarter-mile "Braille Trail"
winds through woodland and marsh
environments before crossing a small
freshwater pond. Signs, written in
braille and large print, describe the vari-
ous settings and plant and wildlife that

For a week each June, tlie Perkins Lower School calls the former Coast Guard Station home.

:?5**p

3te"

^*v^

*y?mg

«r:

Stow Heaslip/Cape Cod Timt

can be found along a guide rope that
runs the length of the trail.

The Buttonbush Trail has been a
friend to the students of our Lower
School Program for the past twenty
years. When it opened in 1970, Perkins
students and staff were there, and
they've been there every year since.
This year marked the trail's twentieth
anniversary, and a ribbon cutting cer-
emony and small celebration com-
memorated the event.

Each June, Lower School students
and staff travel to the National Seashore
at Coast Guard Beach in Eastham for a
weeklong stay at the National Environ-
mental Education Development Center.

The trip sparks curiosity and provides
an environment for learning and ad-
venture. For the students, a walk on the
Buttonbush Trail has always been a
highlight of the week. Students using
the trail can follow the guide rope inde-
pendentiy and at their own pace. They
have the opportunity to pause as they
wish — to stop and savor the sensations
they find most appealing.

The next time you are on the Cape,
consider visiting the Buttonbush Trail.
And whether or not you choose to wear
a blindfold as so many sighted visitors
do, you will want to stop often to listen,
smell, and feel. Using all your senses
will add great pleasure to your walk.

Places To Play

The Lower School Play-
ground, completed just in
time for summer school,
now sits among the trees in
die Bradlee field. The play-
ground was designed as a
therapeutic activities center,
specifically for handicapped
children.

Funding was provided
primarily by the Frederick
A. Bailey Trust, Boston Safe
Deposit and Trust Company -
Trustee and the Calvert
Trust as part of the Lower
School Capital Campaign.

Unique adaptations al-
low children in wheelchairs
to reach the very top plat-
form using the accessible
ramps. The monkey bars
can be adjusted to many dif-
ferent heights, and specially
designed slides are covered
to insure safe and exciting
rides. In addition, the sur-
face beneath the structure
has been specifically de-
signed with extra cushion-
ing and an excellent drain-
age system. The special play-
ground, with all of its ac-
commodating features, will
be enjoyed for many, many .
years to come by the stu-
dents at Perkins.

Up, down and all
around... Smiles
and adventure
are always found
on the new play-
ground.

iA-tdU.

Reflections

Perkins people and happenings
on campus and abroad

Tower Power

If you have been
anywhere near the campus
recently, you may have
noticed something different
about the Perkins Tower.
The familiar landmark, now
surrounded by scaffolding,
is undergoing the first reno-
vation in its long history.
The exterior of the eighty-
year-old structure is being
cleaned, and the normal
structural deterioration is
being evaluated. When the
restoration process is com-
pleted, the tower will shed
its scaffolding and look as
good as ever.

Unbeknownst to most,
gargoyles surround
the top of the tower
allowing rainwater to
drain through their
wide open mouths.

To see farm animals,
you usually travel to a farm,
but recently, a farm visited
Perkins. The staff of the
Massachusetts
Audubon Society's
Drumlin Farm,
transported several
of their four-legged
friends to our Pre-
school classroom.
Along for the ride came a
goat, a sheep and also baby
chickens that the children

could hold in their
hands. This special visit
allowed the children to
use all of their senses. . .
touch, sound, smell, and
for some sight, in order
to experience what the
animals were really like.
Old MacDonald himself
could not have provided a
better opportunity for the
children to learn about life
on the farm.

A Day In Our Life

Perkins hit newsstands
across the country when an
article on the Deaf-Blind
Program appeared in the
October issue of Life maga-
zine. Lou Ann Walker and
Mary Ellen Mark, a writer
and a photographer from
Life, immersed themselves
in the lives of our students.
The result of their work is
an eight page story that
attempts to communicate
the essence of the Deaf-
Blind Program at Perkins.

The Program stresses
total communication, aca-
demic and vocational train-
ing, and daily living skill
development for students
ages 5 to 22. An individual
approach to each student's
abilities and special needs is
emphasized and was por-
trayed in Life. Lou Ann
Walker wrote, 'The longer I
am at Perkins, the more a
sense of timelessness sweeps
over me. The outside world
ceases to matter. 1 become
more fascinated with the
children, with what they're
accomplishing and 1 begin
to realize that's the secret of
Perkins. Each child is meas-
ured against himself, not
against any outside norm. . .
There's no artifice in these
young people.Their faces
are unencumbered by con-
cealed feelings."

We hope you have the
opportunity to read the
story.

An Honorary
Degree

On May 20th, 1990,
Perkins Director, Kevin J.
Lessard, was awarded an
Honorary Degree from
Dominican College of
Blauvelt in Orangeburg,
New "fork. He received a
Doctor of Laws, honoris
causa, for the positive im-
pact he has had on the
lives of countless visually
impaired and multi-handi-
capped individuals and
their families. Mr. Lessard,
who gave the Baccalaureate
Address at the graduation
ceremony, was praised for,
"His positive perspective on
disability, his progressive
outlook toward the human
potential of the handi-
capped and his tireless ef-
forts in innovative program
development.."

What's New?

We hope you have en-
joyed reading Reflections—
it's designed to bring you
closer to Perkins people and
happenings campus wide.

Remember, Reflections
is a column for everyone.
Please send us your ideas,
stories and photos!

Neither Too
Hard Nor Too Soft,
But Just Right.

The Lower School
recently performed a musi-
cal version of Goldilocks
and the Three Bears. Each
character in the show was
represented by the sound of
a musical instrument played
by a student, and the story
was narrated by a teacher.
Goldilocks played a xylo-
phone, while Papa Bear
could be identified by the
beat of a drum.

As students and other
spectators arrived to watch
the show, they were offered
porridge at a table where
three bears sat. The per-
formance was crowded, but
even so, it was easy to find a
chair that was neither too
hard nor too soft, but just
right.

Music brought
animation and
life to each
character.

J7 ifteen members of the Class of
1990 participated in Commencement
Exercises on the morning of June 15,
1990. The class was addressed by A.
Claude Ellis, the former Perkins Coor-
dinator of Instructional Support Ser-
vices. Mr. Ellis, who recently retired,
worked at the School for 40 years in
many capacities. He is known to many
of his former students simply as
"Coach."

Lee B. Farina spoke for his class-
mates and represented them admirably.
With motivating words of gratitude and
hope, he addressed a Dwight Hall audi-
ence of family, friends and Perkins staff.
Lee compared the experience of his
class with the life of the tree they pre-
sented to the School as a gift.

"We have blossomed together at
Perkins just as this tree will soon blos-
som. The growth we have experienced
individually and as a group will prepare
us to return to our cities and towns as
contributors, knowing that the friend-
ships we share and the knowledge we
have acquired will always be ours."

Kevin J. Lessard, Director, and C.
Richard Carlson, President of the
Perkins Board of Trustees, presented
Diplomas and Certificates of Accom-
plishment to the graduates.

Graduation!

THE CLASS OF 1990

John S. Brent, Waterlown, MA
Kirk Albert Brincklow, Plymouth, NH
Chiu-Hei Chan, Cambridge, MA
Brenda Marie Elliott , Dorchester, MA
Lee B. Farina, West Swanzey, NH
Jodi Lyn Godfrey, Deny, NH
David Christopher Lahey, Pills field, MA
Lesley Ann Mason, Roxbury, MA
Kelly Ann Nelson, New Fairfield, CT
Diane Rochelle Parenteau, Woonsocket, RI
Michelle Pierce, Franklin, MA
Christopher N . Sackos, Billerica, MA
Christina Marie Seif, Bar Harbor, ME
Paul Stcmizzi, Watertoum, MA
Theresa M. Wliite, Taunton, MA

ANNUAL AWARDS

Samuel, P. Hayes Memorial Prize for Music:

Diane Rochelle Parenteau
Robert J. Giggey Award for Reading:

Anthony B. Ponti
Carl H. Waddell Memorial Prize for Girh '
Athletics: Theresa M. White
Reginald, Fitz Memorial Prize fen- Scholarship:

Chiu-Hei Chan

PERKINS PROJECT

WITH INDUSTRY

HOSTS CONGRESSIONAL

BREAKFAST

To honor a unique
program sponsored by
Perkins, representatives
from six prominent re-
gional businesses recently
met with members of the
New England Congres-
sional Delegation over
breakfast. Perkins Project with Industry
(PPWI) links employers with qualified
applicants who are blind or visually
impaired. The business/ rehabilitation
partnership provides services which
include candidate referral, worksite
training and technical support.

Congressman Joseph P. Kennedy II
hosted the breakfast, which was held in
the Capitol Building in Washington,
DC. Nearly 50 people attended, includ-
ing Representatives Joseph Early,
Barney Frank, and Richard Neal.
Representatives from the PPWI Busi-
ness Advisory Council included Valerie
Hartt of AT&T, Kate McDonough of

C. Richard Carlson, President oftlw

Board o/Diistees, and Kevin J.

Ijessard, Director, with Congressman

Joseph Kennedy.

Hanover Insurance,
Jack Cooney of New
England Telephone,
Michael Ruest and Marc
St. Onge of Raytheon,
and Keith Gregory and
Leona Martin of
Wang Laboratories.
Among those who spoke at the
breakfast, which was set-up to highlight
the Perkins-business partnership and to
educate congressional leaders about the
program's achievements, was Jeff Wil-
son, a New England Telephone Repair
Service Assistant. Mr. Wilson, who is
blind, was referred to New England
Telephone through PPWI. He de-
scribed the role PPWI played in secur-
ing his job and supporting his employ-
ment. He closed by saying, "I can never
overemphasize the great value that this
program has had in my life as well as
the value it has in the lives of other
blind individuals."

Perkins Project with Industry,

specializing in the training and placement of

individuals who are blind or visually impaired,

offers comprehensive recruitment services

for over two hundred employers each year.

A World of Diversity

n May 25th, the Perkins Teacher
Trainee Class of 1990 listened to gradu-
ation speaker Dr. Elizabeth Chapman's
words of wisdom and encouragement. Al-
though Dr. Chapman stressed the impor-
tance of their future work, for many of the
trainees graduation presented an opportu-
nity to reflect on friends made and
strengths developed while at Perkins.

The teacher trainees arrived from
diverse cultures with unique traditions and
different languages, however, a common
thread bonded them together. They
were at Perkins to learn to educate other
teachers.

Now that they have graduated, the
trainees will return to their homelands to
share their newfound knowledge. Their
cultural differences proved to be valuable

assets and contributed to the quality of
education that they received and will soon
pass on to others. So many ideas and
teaching methods were shared through-
out the year that the trainees will carry
with them always — pieces of eight differ-
ent cultures gathered from their class-
mates. To symbolize the diversity of this
class, Perkins presented the teacher train-
ees with a cake which was decorated with
frosting flags from each of their home
countries.

The teacher trainees were celebrat-
ing their accomplishments, yet were sad
to leave the nurturing environment of
Perkins. Their experience will always re-
main with them as they travel far and
wide to share their knowledge around
the world.

Teacher Trainee Class of 1 990

Ase Endresen, Norway
J. Alice Kind, Kenya

Mhonchuma Lotha, India
Maxine McGregor, Jamaica
James McKeown, Ghana
Virongrong Malithong, Thailand

Sandra Tamby, Trinidad
Thelma Welham, Jamaica

Yueh-Hsia Yu, Taiwan

during the Tenth Annual Service
Award Ceremony, longtime School and
Howe Press Employees were recognized
for their dedication to Perkins. To honor
their commitment and devotion, each re-
ceived a Certificate of Appreciation and a
gift, while enjoying a luncheon in the
Director's house.

Honored for Service and Commit-
ment to Perkins were:

FortyYears Dorothy
Dowe, Program Aide, Lower
School; A Claude Ellis, Coordi-
nator of Instructional Support Services.

ThirtyYears Margaret A
Ballou, Teacher, Lower School;
Leon Murphy, Assembly Super-
visor, Howe Press.

Twenty -fiveYears Priscilla
A Chapin, Teacher, Lower
School; Peter Fusco, Sub-Assem-
bler, Howe Press; Leona O'Keefe, House-
hold, Deaf-Blind Program; Curtis R
Woodcock Assistant SuperintendentTacilities.

TwentyYears Walter
Alexander, Teacher, Deaf-
Blind Program; John Boudrealt,
Lead Groundskeeper, Facilities; Clarissa
Burnett, Household, Deaf-Blind Program;
Brenda E. Howard, Teacher, Secondary
Services; Ronald E. Issacson, Machine
Operator, Howe Press; Rosalind
Lannquist, Teacher, Secondary Services.

FifteenYears Delma
Boyce, Teacher, Deaf-Blind
Program; Joan K Katz, Teacher,
Secondary Services; Mary L. McCarthy,
Teacher, Lower School; Elizabeth Murphy,
Household, Lower School; Cynthia M.
O'Connell, Teacher, Lower School; Maria
C. Rodriquez, Machine Operator, Howe
Press; Robert A Rowley, Snipper, Howe

Press; Thomas Trapasso, Sub-Assembler,
Howe Press.

TenYears Weston Allee,
[jH Machine Operator, I [owe

Press; James D. Banta, Program
Aide, Deaf-Blind Program; Steven J.
Davies, Parent Educator, Deaf-Blind
Program; Jeanne M. Heming, Teacher,
Secondary Services; Deborah Gleason,
Teacher, Preschool Services; Albertina
Jordao, Household, Storeroom; Susan E.
Jumper, Daily Living Skills Specialist,
Deaf-Blind Program; Karen Husmann
Keeler, Teacher, Secondary Services;
Raymond Kiley, Teacher, Secondary
Services; Debora Van Law, Houseparent,
Deaf-Blind Program; Dorothy L. Leslie,
Household, Secondary Services; Margaret
M. Lydon, Teacher, Deaf-Blind Program;
Vasilios Momtsios, Resident Manager,
Adult Services; Roberta Tomascoff ,
Teacher, Lower School; Marie Vollemans,
Teacher, Adult Services.

Employees
Recognized For
Their Service and
Commitment

JACK BENNY

WOULD HAVE
LOVED THIS"

Charitable Gift Annuities,
In Giving We Receive

Charitable

give donors

the satisfaction
of making

today, while
insuring stable
dependable
income for life.

Harold Grasse found out
about the Perkins Library
for the Blind and Visually
Handicapped six years ago
when he was diagnosed as
being legally blind. At first,
he did not want to sign up
for the Library's services.
His strong sense of indepen-
dence made it difficult for
him to accept the fact that
he would need talking
books.

Now, after using the
Perkins Library for the past
five years, Mr. Grasse talks of
the "tremendous blessing
and benefits" that talking
books bring. 'The people
who work in the Library
have always been friendly
and very helpful, and the
talking books enable me to
continue studying recent
world history, keep up with
current events, and learn more about
the men and women of my own genera-
tion who are making it all happen."
Recently, Mr. Grasse decided to
make a gift to support the work being
done at Perkins, and the school re-
ceived a charitable gift annuity. Accord-
ing to Mr. Grasse, this is his way of say-
ing thank you. "My charitable gift annu-
ity with Perkins does two things. Its lets
me make a gift of money to Perkins,
and then it puts that money to work for

me. This annuity is more than a gift. It
is an investment. In fact, at my age it
pays more than a certificate of deposit
does. And it will continue to pay me a
guaranteed amount of money each year
for the rest of my life, providing me
with much needed supplemental in-
come. When I die, the annuity can be
used by Perkins as the School sees fit. It
is like casting your bread upon the wa-
ters— I can give it away and still have it.
The more I give away, the more I'll get.
Jack Benny would have loved it."

Establishing charitable gift annuities
allows donors like Mr. Grasse the satis-
faction of making significant contribu-
tions today, while insuring stable, de-
pendable income at a rate that is fixed
for life. In addition, donors who estab-
lish charitable gift annuities can take an
immediate tax deduction. If appreci-
ated property is used to fund the annu-
ity, capital gains taxes can be reduced.
Rates of return, determined by a
donor's age at the time of the gift, are
often higher than current money mar-
ket or certificate of deposit rates.

For additional information on
Perkins Charitable Gift Annuities or .
other planned giving opporUinities
such as deferred annuities, bequests, or
conUibutions to our pooled life income
fund, please contact Harry Colt Or Bill
Brower at (617) 924-1239.

Sjw^^l

D^K ^~:J J

^. ■ . ■

k^^ln

vlf

1 . f

•

\ j

New Trustees Join Perkins

Two new Trustees were elected earlier this
year at Perkins. The Governor's appoin-
tee as Trustee, Linda DiBenedetto (left), is
currently a volunteer for child care organizations and a mother of three children.
Andrea Lamp Peabody (right), is a Vice President and Division Head of High
Technology Industries at the Bank of Boston. We are glad to have them with us.

dges recent
donations in
memory of;
Robert and Primiera

■_■ ■--*£:■ y&. ■•■-

krfesaffl„i¥k

Blan
Born
Brisbon, Mae S.
Bronson, Marilyn
Burley, Marion Cahill,
Dominick Cozzo,
RichardJ. Cronin,
Doris Cummings, Mary
A. Denehy, Tom
Doran, Mary Rose
Driscoll, Margaret East,
Harold Epstin, Mary
Ferrai-a, Richard I.

Perkins Endowment

The Perkins Program as it has devel-
oped and been maintained for more
than one hundred and sixty years has
relied upon a growing endowment at
every step along the way.

Endowments which are adequate to
put a program into effect are rarely suffi-
cient to keep it going. As with every pri-
vate school and college that is keeping
abreast or ahead of the times, Perkins
needs to see its endowment grow.
Through bequests and donations, and
through a few government grants, we
have been able to expand existing serv-
ices and add new ones as
needed. We are confident
that our friends will con-
tinue to support us in ever
increasing amounts.

Form of Bequest

I hereby give, devise,
and bequeath to the

Perkins School for the Blind, a corpora-
tion duly organized and existing under
the laws of the Commonwealth of Massa-
chusetts, the sum of dollars ($ ) ,

the same to be applied to the general
uses and purposes of said corporation
under the direction of its Board of
Trustees; and I do hereby direct that the
receipt of the Treasurer for the time be-
ing of said corporation shall be sufficient
discharge to my executors for the same.

Notice

The address of the Treasurer of
the Corporation is as follows:

H. Gilman Nichols
Fiduciary Trust Company
175 Federal Street
P.O. Box 1647

Boston, MA 02105-1647

Maijorie Hill, Larry
Jones, Margaret Kamp,
George Kane,
Catherine Katsenes,
Martha Kohn, Charles
N. Ladd, Richard
Leibman, Florence
Lew, Priscilla Loheed,
Gladys Loiselle,
Alexander W. Luce,
Alice E. Lynch, Dorothy
Marcus, Helen
McCarthy.JohnJ.
McDonald, Joseph M.
McDonald, James
Francis McNaught,
Charles Mills, ArthurJ.
Moher, Dot Monahan,
Clarence Moriarty,
Mark Morgenstein,
Emmett R. Morrissey,
Gail Bucklin Mudgett,
Arthur W. Randall,
Kenneth Ray, Elva Ross,

an,
lvadore,
no, Patrick
aiel Shindler,
l. ohufelt,
Donald Skib, David
Socia, Rose Somers,
Lillian Stearns, Lillian
Stetson, Katherine

Claire Thorn,
;Wood.

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. The school
is an accredited member of the New
England Association of Schools and
Colleges, the National Accreditation
Council for Agencies Serving tire Blind
and Visually Handicapped, and the
National Association of Independent
Schools. It is licensed by the Massachusetts
Departments of Education and Mental
Retardation and by the Commonwealth's
Office for Children.

The Perkins School for the Blind
admits students of any race, color, creed,
national and ethnic origin to all the
rights, privileges, programs, and activities
generally accorded or made available to
students at the school. It does not dis-
criminate on the basis of race, color,
creed, national or ethnic origin in the
administration of its educational policies,
scholarship and loan programs, and
athletic and other school administrated
programs.

Perkins School for the Blind
175 Nordi Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: William Brower
Assistant Editor:
Jennifer Brewster

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA -

TheLantern

SPRING

19 9 1

PERKINS

SCHOOL

FOR THE

BLIND

he Lantern

Message from the Director

THE PERKINS BRAILLER
AND LITERACY

n August 6,1951, the first Perkins Brailler
was completed at Howe Press, passed inspection, and was declared ready for deliv-
ery. Today, almost forty years later, over 200,000 Braillers have been manufactured.
That most of these are still in use is a tribute to the genius of David Abraham, the
machine's inventor. The Brailler' s durability and consistency are also representative
of the dedication and commitment of everyone who has worked in Howe Press these
last forty years. As Dr. Edward Waterhouse, Perkins' fifth director and the former
manager of Howe Press, so aptly put it, 'A celebration of the Perkins Brailler is really
a celebration of the men and women who have been producing them in increasing
numbers since 1951."

When we talk about the Perkins Brailler and braille, we are talking about literacy.
The Perkins Brailler has enhanced the gift of literacy for countless thousands of

children and adults who are blind and visually impaired.
With the signing of the Americans with Disabilities Act
(ADA), a more comprehensive and responsive approach
to literacy must be developed in the United States.

ADA provides people who are disabled with rights
and protections in employment and education, while also
providing for social and recreational opportunities. The legislation promises equal
community access for people who are blind or visually impaired. To take full advan-
tage of community access, literacy is a necessity and must gain greater attention.
Literacy enables children who are visually impaired to compete with their sighted
friends. It enables visually impaired adults to go to college and to work in a wide
range of professions. Visually impaired people of all ages enjoy braille reading in
their free time, keep their personal budget details in braille, and use braille to
correspond with family and friends.

We are proud of the Perkins Brailler and the role it has
played in promoting literacy for visually impaired and blind
children and adults in the United States and all over
the world. We are also proud of all the people who have
worked on the Perkins Brailler these last forty years. Their
work has touched the lives of so many people. To all our
Howe Press employees past and present, we offer our
heartfelt thanks.

Kevin J. Lessard, Director

200,000!

For almost forty
years, the women
and men who work at
Howe Press have been
manufacturing the finest
braille writing machines
in the world. They
recently gathered to
commemorate the
manufacture of Perkins
Brailler number 200,000.

1990 ANNUAL
REPORT

Four students
from our Second-
ary Services Program
are featured in this
year's report. Their ac-
complishments and the
challenges they face
illustrate just how vital
the Perkins mission
remains.

The Lantern

Volume LX, Number 2
Spring 1991

JUST TRY IT

Outreach Teen
Weekends provide
visually impaired students
who attend public school
the opportunity to con-
nect with peers in an
environment that is both
challenging and safe.

SEEINGWITH
YOUR HEART

Nicholas Nixon,
one of the best
photographers in America
today, is taking pictures
of our students and
clients. Look at his photo-
graphs, and find out what
is possible when you see
with your heart.

REFLECTIONS

As always, activ-
ities at Perkins
have been exciting,
extraordinary, even
exotic. Find out what
our students, clients and
staff have been up to.

" The genius
of David
Abraham and
the Perkins
Brailler would
undoubtedly
have rejoiced
the heart of
Louis Braille. "

Dr. Edward
Waterhouse

Conten

200,000

Oharing and record-
ing information has
been part of the human
experience since prehis-
toric people began to
paint and draw on the
walls of caves. In ancient
times the Babylonians
wrote by stamping
wedge shaped characters
into clay tablets, and the
Greeks wrote on wax
tablets using pointed
styli. In the Middle Ages
the few books that were
produced were painstak-
ingly copied by hand.
Since the 1400'swhen
Johannes Gutenberg
invented movable type,
printing has been the
most important means

of written communica-
tion. Today of course,
we have computers,
laser printers and fax
machines.

Throughout history,
the ability to record and
share ideas. . .to read
and write. . .has been
the crucial element in
civilization's progress.
Until the late 1700's,
however, sight was a pre-
requisite for literacy.
People who were blind
had no system for read-
ing or writing. They
could share their ideas
and receive and under-
stand the ideas of others
only through conversa-
tion or by having sighted

people read to them.
Because they lacked the
independence literacy
brings, many people
who were blind were
not exposed to formal
education.

When Valentine
Haiiy founded the
world's first school for
the blind in Paris in
1784, there was still no
system for people who
were blind to read inde-
pendently or to record
their thoughts. In 1786,
as the story goes, one
of Haiiy's students,
Francoise Lesueur, was
handling some papers
and ran his fingers over
the reverse side of a

A Tribute to the

Finest Braillermakers

in the World

The six dots

of the basic

Braille cell can

be arranged in

63 combinations

that represent

the alphabet,

numbers and

abbreviations.

freshly printed sheet.
The young man demon-
strated to his teacher
that he could distinguish
individual letters even
from the lightly raised
ordinary print. This was
all the information Haiiy
needed to begin experi-
menting with raised,
enlarged type. He soon
developed a complicated
raised script, and liter-
acy for people who
were blind became a
possibility.

When Perkins was
chartered as the first
school for the blind in
the United States in
1 829, one of Director
Samuel Gridley Howe's
top priorities was to jp

obtain reading materials
for his new students.
Howe had visited
Europe, but had not
found the books being
produced there satisfac-
tory — they were costly
and too bulky. In 1835
he developed "Boston
Line Type," a raised type
which took up less space
and was easier to read
by touch and sight than
the types being used in
Europe. In the following
years, "Boston Line
Type" was the predomi-
nant type used by people

who were blind in the
United States. During
that time, The Howe
Press of Perkins School
for the Blind turned out
a substantial proportion
of the raised print
English language books
produced in the world.
Other communication
systems had been devel-
oped, however, and some
were gaining popularity
with people who were
blind.

The most notable
of these was a system of
raised dots developed in
France by a 1 5-year-old
blind student named
Louis Braille. Dots in
Braille's six dot cell

l^\.%**

could be arranged in 63
combinations which ac-
counted for the alphabet,
numbers, and eventually
systems for music nota-
tion and mathematics.
In 1908, four years
before Perkins moved to
its present location in
Watertown, Dr. Edward
E. Allen the School's
third director, directed
The Howe Press to adopt
braille, and braille text-
books began replacing
raised print throughout
the school. One of the
drawbacks of raised print
(including Dr. Howe's
"Boston Line Type") was
that people who were
blind could not use it for
writing. Braille, which
could be used for both

... ;- ■ — ...7T- "^".

reading and writing,
increased in popularity
and by the 1920's was
accepted internationally
as the standard commu-
nication system for
people who were blind.

Braille is written by
hand using a slate and
stylus. The process tends
to be slow and braille
characters must be writ-
ten backwards so that
when the paper is turned
over they are in their
proper positions. These
constraints, especially
problematic when teach-
ing young children to
read and write braille,
along with the growing
popularity of braille
increased the need for
braille writing machines.

The first machine to
gain general acceptance
was developed by Frank

H.Hall of the Illinois
School for the Blind in
1892. The first Perkins
braille writer was made
by The Howe Press in
1900. In general, the
braillers made in the
first half of the twentieth
century were unreliable.
They were not precision
made machines, and
they frequently needed
repair. In addition to be-
ing fragile, they lacked
important features and
were noisy and relatively
expensive.

When Perkins' fourth
director, Dr. Gabriel
Farrell, succeeded Dr.
Allen in 1931, he turned
his attention to develop-
ing a new braille writer.
He was not satisfied
with the braillers being
manufactured in small
quantities at Perkins or
with those being made
elsewhere. He hoped
that The Howe Press
could develop a

From left to right: Valentine Haily's first
raised type book, circa 1 786; Boston Line
Type, circa 1835; The History of France,
Louis Braille's raised dot system, circa 1836.

Dr. Samuel

Grid ley Howe,

the first director

of Perkins,

developed the

predominant

raised typeface

used in the

U.S. in the
19th century.

machine designed well
enough to warrant large
scale production. This
opportunity came in
the mid- 1930's with
the arrival at Perkins
of Mr. David Abraham.

Mr. Abraham, an
Englishman born in
Liverpool, was one of
the original members of
the Royal Flying Corps
in World War I. In the
Corps, he acquired a
knowledge of mechanics
and developed the hab-
its of accuracy and high
standards which would
serve him well in later
years at Howe Press..
Hired at Perkins as a
woodworking teacher
during the Depression,

The Hall writer was the
first machine to gain
general acceptance circa
1892 (left). It is pictured
here with two early Perkins
braillers -circa 1920.

Abraham was invited
to begin work on a new
braille writer as soon as
Dr. Farrell learned of his
skill in mechanics and
machine design.

David Abraham knew
little about braille when
he started work on the
new machine. To draw
up the desirable specifi-
cations for the braille
writer, he collaborated
with Dr. Edward J.
Waterhouse who later
became The Howe Press
Manager and the fifth
director of Perkins.

Their specifications
called for a machine
with a light enough
touch for young children
and older people to use
the keys. The machine
had to be easy to use —
inserting paper and line
spacing had to be quick.

Also, paper which had
been embossed often
needed to be reinserted
so that more braille
could be added. The
new machine should
not damage previously
brailled material during
reinsertion. Finally, the
machine had to be
tough, durable and
quiet.

Mr. Abraham de-
signed a machine that
incorporated all these
features and more. He
did it alone and on his
own time in the base-
ment of his home. In
1941 he produced a pro-
totype of a new braille
writer, now known as
the Perkins Brailler,
which was nearly identi-
cal to the model which
is now known and used
worldwide.

Pearl Harbor and
World War II inter-
rupted Abraham's work,
but in 1946 he officially
joined the staff of Howe
Press and began to make
plans to put the new ma-
chine into production.
The Perkins Trustees
authorized the manufac-
ture of 1,000 braillers,
but orders for twice that
many came in before
the first machine was
produced in 1 95 1 .

Perhaps the greatest
contribution David
Abraham and the
Perkins Brailler can
claim relates to educat-
ing young children who
are blind. Before the
brailler was introduced,
young children were in-
troduced to braille using
the braille slate and a
stylus to emboss the

individual dots that
make up each braille
character. This meant
they had to learn the
alphabet in reverse for
writing and straight for-
ward for reading. Some
schools still use the slate
and stylus for a variety of
reasons, and The Howe
Press produces these
writing devices along
with a variety of other
writing products. At
many other schools
throughout the world,
however, students begin
learning to read and
write on the Perkins
Brailler.

In 1991, forty years
after the first Perkins
Brailler was produced,
The Howe Press still
manufactures the finest
braille writing machine
in the world. It is a

tribute to David
Abraham's genius and
his innovative design
that today's braillers are
virtually the same as
those produced in 1 95 1 .
On August 20, 1990,
brailler number 200,000
was completed. Current
and former employees
of Howe Press, members

Howe Press still embraces the same high standards
that went into the first 200,000 Perkins Braillers.

Howe Press

employees and

friends gathered

recently to

commemorate the

manufacture of

Perkins Brailler

200,000.

of the Perkins Board
of Trustees and other
friends gathered for a
dinner to commemorate
this milestone. Honored
guests at the event
included former Perkins
directors Dr. Edward J.
Waterhouse and
Benjamin Smith,
current director Kevin J.
Lessard, as well as David
Abraham, Jr., the son of
the brailler's creator.

The featured speaker,
Dr. Waterhouse, opened
his remarks by sharing
some information about
his home in Maine. "The
city of Bath where I live
is called the city of ships.
Over the gateway to the
shipyard is a banner
which reads Through
this gate pass the finest
shipbuilders in the
world.' Perhaps there
should be a sign at The
Howe Press entrance
stating, 'Through this

door pass the finest
braillermakers in the
world.' Surely the users
of 200,000 machines
would back up the claim.
A celebration of the
Perkins Brailler is really
a celebration of the men
and women who have
been producing them in
increasing numbers since
1951."

Dr. Waterhouse went
on to speak about his
friend David Abraham
(at one point referring to
him as "Braillermaker
Number One") and the
development of the
Perkins Brailler.

Perhaps the greatest
tribute that can be paid
to David Abraham and
the Perkins Brailler
comes directly from the
200,000 machines that
have been produced. A

large majority of them
are still in use, enabling
people who are blind to
stay connected with each
other and with the
world of ideas. As Dr.
Waterhouse has written,
"The genius of David
Abraham and the
Perkins Brailler would
undoubtedly have
rejoiced the heart of
Louis Braille."

References

Waterhouse, EdwardJ.,
History of the Howe Press of the
Perkins School for the Blind.
Watertown: Howe Press, 1975.

Waterhouse, EdwardJ.,
"Celebrating the Manufacture
of 200,000 Perkins Braillers,"
speech given October 3, 1990,
Newton, Massachusetts.

"Howe Memorial Press; A
Brief History." The Lantern,
November 1973, pp. 3-9.

A celebration of the Perkins Brailler is
really a celebration of the men and women
who have been producing them since 1951 .

Perkins School for the Blind

Annual Report

Secondary
Services: A Unique
Approach to
Nuturing Potential

''1H'0

A Report from the President
of the Board of Trustees and
the Director

During the last school year handicapped students, clients
and their families in Massachusetts and across the nation have
been confronted with the prospect of service cutbacks in the
face of state and federal budget problems. The challenges we
currently face are significant.

As you read this report and see what we have achieved,
even in the unstable economic climate of this past year, we
especially recommend the stories on the four students in
our Secondary Services Program. More than anything else,
accomplishments of our students illustrate how vital the
Perkins mission remains. They are depending on us to provide
a positive and coordinated response to the challenges we are
facing.

The 1 989-90 school year provided much for us to be
proud of. In October, our Deaf-Blind Program was featured
in Life magazine. . .Perkins Project With Industry, which pro-
vides services to visually impaired and blind adults seeking
employment, was honored by members of the New England
Congressional Delegation at a breakfast in Washington. . .
Outreach Services opened a Satellite Office in Northfield to
serve visually impaired and blind adolescents who attend pub-
lic school in that part of the state... the Perkins Braille and
Talking Book Library received increased State funding which
will enable us to provide comprehensive services to our more
than 13,000 patrons... Howe Press continues to manufacture
the finest Brailler in the world. . .The Hilton/Perkins National
and International Programs have developed a wide array of
services in this country and overseas. These programs are
made possible through a grant from the Conrad N. Hilton
Foundation... Finally, our Annual Fund broke all previous
records to reach a total of over $600,000.

Thanks go to all the Perkins teachers and staff for the out-
standing and dedicated work they consistently provide. Our
accomplishments are made possible because people believe
in the potential of the children we serve. With everyone's sup-
port, we are confident we can meet our current challenges and
any that might confront us in the future.

Kevin J. Lessard, Director

C. Richard Carlson, President

Secondary Services educates
visually impaired and multi-
handicapped students ages 13
to 22. Depending on age and
ability, a student may be in the
Middle School Program, the High
School Program or in a Special
Program.

Classes for some students
are familiar: English, math and
computer science — crafts,
music and physical education.
Other students' classes sound
less familiar: independent living
skills, pre-vocational or voca-
tional training, community
experience, speech therapy,
occupational therapy, physical
therapy and mobility training.

Each student's "tomorrow"
is unique. Tomorrow could mean
a job in business or in a trade.
Tomorrow may hold college and
career... or it might bring place-
ment in a day activity center or
.in a group home. "Today" is
Perkins and its staff of teachers,
clinicians, specialists, house-
parents and program aides.
Today is exploring and experi-
menting. Today is a unique
approach to meeting each
student's needs and reaching
each one's immeasurable
potential.

To get to know a student
from Perkins is to feel that po-
tential. In the following pages,
you will meet four students and
learn how Perkins is meeting its
goal — helping our students
realize their potential.

i i

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Tom Lewis

His black patent
leather shoes inset with
tapestry, enter the hallway
first as he inches his
wheelchair into the pre-
first period melee. "Tom,
you look pretty spiffy
today," says a staff mem-
ber walking down the
hall. Tom reaches to
make sure his tie is
straight and laughs, "I'm
representing Secondary
today."

Tom Lewis, 16, is from
Mt. Laurel, New Jersey.
He has cerebral palsy and
limited vision. He has
been at Perkins for two
years and lives in May
Cottage with 16 other
boys. His personality
shines like his patent
leather shoes. He enjoys

biology, computers, bas-
ketball, drums, people,
home and life at Perkins.

Although a large
portion of Tom's busy
schedule is spent on
academic pursuits, he
also enjoys physical chal-
lenges. He has competed
in the Special Olympics
in the 2 5 -meter race and
in the shuttle run — a
baton passing relay race.
"I liked being the end
guy," he says. "I had a
long wait, but I got to
cheer the others on."

Like most 16-year-olds,
he dates and goes to
dances. "I like my friends
and the people I meet
along the way," he says.
"I know most of the staff
and teachers too." But it
wasn't easy being away
from home at first. Tom
says it took him about a
year to adjust. "It's hard
to be away from things
you love. . .my family, my
friends, my sister's cat."

To hold his memories
closer and to express
himself, Tom is writing a
book about his parents,
his friends, his disability
and his days at Perkins.
"I'm proud to be here,"
he says. "It's like home
to me now, and I have a
blast here."

Amy Galeota

Amy Galeota is like
many other high school
seniors. She competes in
sports, sings in a chorus
and wants to go to col-
lege. The difference is
that Amy, who has gradu-
ally been losing her sight
since she was 7, is spend-
ing her senior year at
Perkins.

The 1 7-year-old stu-
dent from Connecticut
is at Perkins to fine-tune
her mobility skills
and develop more self-
confidence in living skills,
such as shopping, cook-
ing and doing laundry.
At the same time, she can
do things like competing
in sports, that she hasn't
had the opporuinity to
do in the past because of
her disability.

"I never had the
chance in public school
to compete and feel good
about myself," she says.
"Everyone should be
allowed to do that." Amy
recently swam in an East-
ern Athletic Association
for the Blind meet. "She
won six medals in her
individual events," says
Mary Clark, Amy's swim-
ming coach. "She's our
star; she's very moti-
vated."

Amy's motivation is
the real reason she's at
Perkins: she wants to be
better prepared for col-
lege next year.

"The things Amy is
studying at Perkins aren't
offered in public school,"
says Lorraine Bruns,
Amy's mobility teacher.

"She's learning to deal
with everyday life in the
seeing world."

Amy says it's easy be-
ing at Perkins because
the staff and students are
comfortable with her dis-
ability. "1 don't want to be
treated any differently,"
she says.

Next year she'll be in
college. She'd like a small
school where her class-
mates will know and
understand her visual
limitations. "It's easier
when people under-
stand," she says. "I hope
people will accept me."

Wherever she goes,
she'll be ready. "Perkins is
giving me the resources
to succeed," she says. "I'll
definitely be prepared."

David Moomaw

David Moomaw, 20,
is a Secondary Services
student in a Perkins "self-
contained classroom" —
most of his classes are in
the same room with his
teacher, two aides and
five classmates. David is
multi-handicapped, blind
and developmentally
delayed.

In two short years
when he turns 22, David
will leave Perkins. Last
fall his parents, Bill
and M argot Moomaw,
moved from western
Massachusetts to the
Boston area. After gradu-
ation more programs will
be available for David
near their new home in
Arlington.

"I find myself looking
for something similar to
Perkins," Margot says.
"The sense of community
is important, as is the
integration of living,
working and learning."

David came to Perkins
at age 7. It was a difficult
decision, his mother says.
"It was wrenching for me
to see him leave on Sun-
day afternoons."

But she and her hus-
band are happy with their
decision. "It's a wonderful
school. The staff is sup-
portive of parents as well
as the children."

"David has made slow
but steady progress," she
says. "You always feel that
the people there really
like your child."

His curriculum
includes horticulture,
workshop activities,
mobility training and
physical education.

Except for these classes,
he spends his time with
Denise Fitzgerald, his
classroom teacher, who
also teaches him daily
living skills and cooking.
David is also cultivating
his vocational skills — an
advantage for placement
when he leaves Perkins.
His tasks include basic
assembly and recycling.

Denise asks the stu-
dents to help her write
the quarterly progress
letters to their parents.
It's David's turn.

"David, what should I
tell Mom and Dad? I'll
write, 'Dear Margot and
Bill' -" she begins.

"I'm incredible!" he
cheers.

Glenna Hamid

She may stop to
smell the flowers — and
spaghetti sauce simmer-
ing, turkey roasting, pine
trees and perfume — but
basically, Glenna Hamid
likes to hurry.

She's an 1 8-year-old
student who's happiest
when she's hurrying.

Glenna is legally blind
and has been at Perkins
since 1981, graduating
to Secondary Services in
1987.

She is working to
overcome learning dis-
abilities, especially her
difficulty with math.
She's in a Perkins pre-
vocational training
program, concentrating
on horticulture and "sales
math."

In horticulture class
Glenna really does stop to

smell the flowers — and
feel them and look at
them. In the Pappas
Greenhouse on the
Perkins campus and in
her vocational placement
at Mahoney's Garden
Center in Winchester,
Glenna immerses herself
in planting.

"Glenna is working
with living things that she
can care for," Debbie says.
"This gives her the op-
portunity to take care of
instead of being cared for."

When Glenna first
enters the greenhouse,
Debbie has her walk
around and observe as a
way to let nature soothe
her and quiet her. She
stops to take in the scents.
"It's relaxing to be in a
garden," Glenna says.
"This is so relaxing."

Glenna responds
well to caring for plants,
perhaps because of her
deep nurturing instincts.
She has two baby dolls,
Rebecca and Karen, for
whom she would like to
knit sweaters.

Right now, she is
knitting a scarf for her
8-year-old brother Ian.
She's been spoiling him
ever since he was born,
she says, but now he re-
ciprocates. "I like to talk
to him and he helps me
with my numbers," she
says with the pride of a
big sister.

While hugging clasped
hands to her chest, she
confides, "And he's more
fun to play with than my
baby dolls, too."

Annual Report
Financial Summary
for the Year
Ending August 31,
1990

Resources (in dollars)

Tuition

Funds Functioning as Endowment

Investment Income and Outside Trusts

Other Revenues

Grants

Other Gifts and Resources

Total

Expenses (in dollars)

Education

Depreciation

Employee Benefits

Buildings and Grounds

Administration

Transfers for Plant

Special Departments

Household and Food Services

Interest

Total

10,473,870
5,006,364
3,321,362
3,504,413
1,886,498
652,705

$24,845,212

11,780,535

2,287,705

2,450,477

2,933,185

■ 1,724,117

906,904

799,462

728,066

1,234,761

$24,845,212

Summary of

Programs and

Student

Registration

as of November 1,

1990

On-Campus Program Participation

Preschool Services

Lower School Program

Secondary Services

Life Skills Program

Deaf-Blind Program

Adult Services

Off-Campus Program Participation
Community Living Services
Infant/Toddler Program
Outreach Services
Preschool Outreach Services
Project with Industry Program
Perkins Activities Club

5
36
63
13

55
10

30
87
51
41
130
35

Additional Service Participation

Diagnostic Evaluation Services

Low Vision Services

New England Regional Center for Deaf-Blind

Outreach Services for Professionals

Parent and Family Services

Educational Leadership Program

Howe Press

Perkins Library for the Blind and

Physically Handicapped
Volunteer Services
*Consumers **Patrons

100
235
243
100
500
12
7,000*

13,355**

Officers

Officers of the
Corporation

President

C. Richard Carlson

Vice Presidents

Mrs. Mason Fernald

Dudley H. Willis

Secretary

William A. Lowell

Treasurer

H. Oilman Nichols

Assistant Treasurer
Charles CJ. Piatt

Board of Trustees

C. Richard Carlson*
Frederic M. Clifford*
Mrs. Linda DiBenedetto*
William J. Edwards
Mrs. Mason Fernald
Albert Gayzagian*
Paul S. Coodof
Loretta Warner Holway
Dr. Frederick H. Lovejoy
Andrea Lamp Peabody
Nicholas U. Sommerfeld
Dudley H. Willis

Honorary Trustees

Roland M. Achin
John W. Bryant
David Cheever
Gardner Cushman
John Lowell
Ralph B. Williams

''Appointed by the Governor
of the Commonwealth

Bequests

in Fiscal Year

1990

Ethel G. Adam
Isabel Anderson
Claire M. Beebe
Ethel Brown
Nellie F. Brown
Virginia Eugenie Chester
Alice J. Colan
Margaret Finck Davis
Ethel Kane Fielding
Dorothy Graff
Madeleine C. Huiginn
Nellie Ingham
Wilfred J. King
Robert Lamond
Ida Ballou Littlefield
Victor Milgate
Lula Pappas

Louise H. Parsons
Everett I. Perry
Eleanor Griggs Powell
Beatrice Priest
Eloise Gallup Requa
William N. Robbie
Harriet E. Rodgers
Sadie Rosen
Beatrice D. Ross
Evelyn R. Sessler
Forrest W Sheinwald
Grove W Sleeper
Lucy B. Stearns
Neva B. Tracy
Vera D. Varney
Katherine D. Walker

Mac Janney
and Mike Kosior
share a quiet
moment before
leaving on an
Outreach Services
Teen Weekend
ski trip.

LU here can students
who are visually impaired
gain independence in a
supportive atmosphere by
participating in athletic,
recreational and commu-
nity experience activities
with their peers? On a
Perkins Outreach Services
Teen Weekend, of course!

"I enjoy the Teen
Weekends for a pretty
basic reason," says Mike
Kosior, who is 16-years-
old, blind, and a student
at a Pvhode Island high
school. "I always have a
good time, and I keep
coming back because the
weekends give me the
chance to spend time
with people my age who
have similar problems

and experiences because
of their vision loss."

"Another thing I like
about the weekends is
that they give me the
chance to get together
with friends who are visu-
ally impaired but don't
live near me. A lot of us
live pretty far apart (Mike
is the only student who
is visually impaired in
his high school) and the
weekends are the best way
for us to keep in contact
with each other. A lot of
us see the weekends as
reunions," says Mike.

Eight weekends each
year, groups of teenagers
who are blind or visually
impaired gather from all
over New England to par-
ticipate in a variety of
activities. The weekends
offer excellent network-
ing opportunities for
mainstreamed students
who might otherwise be
unable to connect with
peers who are visually
impaired.

About half the week-
ends are held away from
the Perkins campus.
Off-campus weekends

OUTREACH TEEN WEEKEND

By Vandana Sharma

Just try it

"I was nervous the

include trips to Western
Massachusetts for
cross-country skiing and
to the beaches of Cape
Cod, as well as an annual
trip to the Northeastern
States Games of the
United States Association
for Blind Athletes
(USABA). There students
compete in swimming,
track & field, gymnastics,
wrestling, weightlifting
and goalball. In any Out-
reach setting physical
and mental challenges
abound; students have
the opportunity to com-
pete with their peers and
to challenge themselves.
On-campus weekends
focus more on indepen-
dent living skills and
community experiences.
These include a group
dinner at a restaurant, a
scavenger hunt at a mall,
bowling or roller skating,

and food shopping for
things the students will
use to prepare their own
meals. After dinner is so-
cial time, and students
often have talent shows,
dances, or group discus-
sions.

Many students partici-
pate in Teen Weekends
as often as possible to
maintain contact with old
friends and to meet new
ones. The weekends give
them the opportunity to
speak openly about their
experiences and prob-
lems with peers who
understand exactly what
they are talking about.
Also, the weekend's social
and athletic activities al-
low students to try things
that they have never at-
tempted before due to
lack of opportunity or
fear of failure.

"I feel comfortable

first time I decided to

do an Outreach Week-

end because I didn't

know what to expect.

doing new things with
Outreach because I get
great support from the
other students and from
the staff whether I suc-
ceed or not," says Mac
Janney, Mike's best friend
and a 16-year-old student
also from Rhode Island.
Mac insists that he is
more willing to try some-
thing new on a Teen
Weekend than at home or
school because he is less "
self-conscious with his
peers. "Having other
people with similar prob-
lems around helps me get
over my fear of trying
something new. I am
comfortable because I
know that my friends in
Outreach see ME first,
not my visual impair-
ment."

Trying new things in
a supportive and friendly

environment develops in-
dependence. On Teen
Weekends some students
cook on a stove for the first
time... others try skating, or
skiing, or bowling. Students
prepare their own meals,
work on eating skills, and
clean-up. They learn to
organize their rooms, coor-
dinate their clothes, and
pack for trips. They go out
to restaurants and learn to
order and pay for their
meals independently and
confidently. For some teen-
agers the weekends provide
the opportunity to get away
for a few days and put their
everyday problems aside
for awhile.

"I was nervous the first
time I decided to do an
Outreach weekend because
I didn't know what to ex-
pect," said Mac. "But I real-
ized my first weekend that
I could be the person I
wanted to be here and not
be afraid of what others
were thinking about me.
I'm more independent on
these weekends. The staff
isn't afraid to let me try new
things."

Mike and Mac have
both been coming on
Outreach Teen Weekends
for three years. The best

Summer Program

The Summer Program ex-
pands on the Teen Weekend
concept. For three weeks visual
impaired adolescents who are
mainstreamed in public
schools attend classes in home
management, meal planning and
preparation, community experi-
ence, shopping, and orientation
and mobility. They also work on
improving daily living skills (ie.,
personal grooming, eating skills,
etc.) and money management
and banking skills. Students im-
prove their communications skills
by practicing handwriting and
typing, and learning to use com-
puters. Evenings and weekends
include social and recreational
opportunities that challenge stu-
dents and develop their problem
solving skills.

In the past, students have
shown improvement in skill
levels, self-confidence and self-
esteem during the program.
Thorough final written reports
are given to parents, referring
teachers and agencies to follow-up
on skills learned and to encour-
age continued growth on the part
of the student.

Fourth and Fifth Graders

This year Outreach offered a
program for 4th and 5th graders.
Knowing how valuable peer inter-
action is for teenagers who are
visually impaired and attend
public school, we wanted to give
a head start to younger students.
An on-campus overnight included
basic daily living skills instruction,
recreation activities and social
opportunities.

13S ', r - v9i<

- — - --.■ ■ .*■ «r r •■

Parent Support

Parent support is offered
through Sunday seminars after
weekend activities and weekly
seminars during the Summer
Program. Parents have a great
deal of knowledge and experi-
ence to share with each other.
They also have common difficul-
ties and frustrations to work
through. Outreach staff provide
resource information, guidance
and encouragement. Parents may
call the Outreach Services Office
for information, referral and ad-
vice at any time.

Professional Support

Outreach Services offers a
week long Summer Institute for
professionals who work with
mainstreamed visually impaired
students. Although teachers
(classroom and itinerant) are the
targeted audience, state employ-
ees (Children's Workers and Voca-
tional Counselors), and private
agency staff also have partici-
pated. Institutes, offered for
graduate credit, have covered
topics which include braille
formating, assessment skills, and
career guidance. The workshop
to be offered June 23-28, 1991 is
titled "Low Vision for the School
Age Child."

friends share a love of
music and have formed a
band called 'Mac and
Mike' with Mike on vocals
and Mac on keyboard and
piano. They recently fin-
ished recording an album
called 'Flashback,' which
consists of instrumental
songs they wrote them-
selves. Although they
often talk on the phone
and see each other on
weekends, they still enjoy
coming to Teen Week-
ends together.

"Even though we
hang out together a lot,
it's different when we are
on the Teen Weekends,"
says Mac. "We get to be
more social and we enjoy
playing our music for
friends and getting their
honest opinions. I love it
when we have talent
shows and everyone gets
up and does his or her
individual thing. Enter-
taining your peers can be
a great experience."

In addition to con-
tinuing their musical
careers, Mike and Mac
both have plans to go to
college. Mac is interested
in teaching music theory
and has been in contact
with Boston's Berkeley

"Just one weekend
is enough to make
you realize that you
aren't the only one
who's a visually im-
paired teenager. "

School of Music. Mike
works weekends with
computers doing data
management and track-
ing systems for the US
Navy at a base near his
home. They are both avid
ham radio fans and enjoy
talking with people from
all over the world on their
radios.

"I love the fact that
when I come to the Teen
Weekends at Perkins I can
talk about the things that
I like to do and find out
that a lot of the other kids
are interested in what I'm
involved in," says Mike. "I
love talking about music,
computers, and my expe-
riences on the ham radio
with people who really
don't know that much
about these things and
want to know more. It
makes me feel as if I'm

educating my peers. . .and
they teach me about a lot
of things I haven't experi-
enced."

Many students refer to
the Outreach Program as
a family. They are com-
fortable enough with each
other and with the staff to
talk honestly and freely,
discussing school, dating,
independent living, so-
cializing, self-esteem and
self-assertiveness. They
help each other, teach
each other, ask questions,
learn about potential
careers and educational
opportunities, and give
each other advice, all
while enjoying each

other's company and hav-
ing a great time together.

"If I had to tell an-
other visually impaired
teenager why to try Out-
reach Teen Weekends,
the first thing I would tell
them would be to just try
it because the experience
from just one weekend is
enough to make you real-
ize that you aren't the
only one out there who
is a visually impaired
teenager," advises Mac.
"There are a lot of us out
there who understand."

The author, Vandana
Sfiarma, has been a Teen
Weekend staff member in
the Outreach Program at
Perkins for four years.

Outreach Satellite Project

Perkins School for the Blind
has established an Outreach
Services Satellite Program in
Western Massachusetts to provide
services in Franklin, Hampshire,
Berkshire, and Hamden counties.
The purpose of the Program,
located in Northfield, is to pro-
vide direct and consultative
education services to students
who are visually impaired and to
their families by conducting stu-
dent assessments, assisting in the
development and implementation
of individual education plans,
consulting with classroom teach-
ers and parents of school age
children who are visually im-
paired, and providing direct
vision education services.

In-service training and work-
shops are provided to assist
teachers in mainstreaming and
upgrading the skills needed for
working with children with visual
impairments. The Satellite Office
serves as a resource center and
includes a collection of testing
materials, books, periodicals, and
commonly used adaptive devices.

Students, their families, and
their schools are provided with
assistance to determine what
computer devices might be most
helpful and to aid in the identifi-
cation of sources for the funding
of such equipment. A collection
of adaptive hardware and soft-
ware that students, teachers, and
parents can examine and experi-
ment with is also available.

The Outreach Satellite staff
has begun to assist parents in
organizing Parent-to-Parent
Support Groups, and also to pro-
vide opportunities for ongoing
peer contact among students who
are visually impaired.

If you have questions about
any of the programs and services
offered though the Perkins Outreach
Services Program, please call Mary
Beth Caruso, Outreach Services
Supervisor, at (617) 924-3434,
extension 434.

Seeing with your heart

How do you see the people in your life ? The people in your family. . . in your community. . .your
church. . .your school? How do you see your friends. . . or even the people you pass on the
street each day ? Certainly you see all these people with your eyes. . . but isn 't there more to
vision? Doesn't your mind have a lot to do with how you see... and, if you're lucky, don't
you also see with your heart? At Perkins, we have the opportunity to see some of the
most important people in our lives in a new way. Nicholas Nixon, recognized as one of

the best photographers in America today, will be on the Perkins campus for the next few
months taking pictures of some of our students and clients. For twenty years, Nixon
has used an old fashioned wooden view camera that produces photographs of the finest
technical quality. Adding personal quality, the man behind the camera has always felt a

strong sense of compassion for the people
pictures were recently made into a book

he photographs. The best of his
and exhibited at the Museum

of Fine Arts in Boston and the Museum of Modern Art in New York. To communicate
with students in the Deaf-Blind Program, Nixon is taking sign language classes at Perkins.
He is interested in photographing students and clients in all of our programs.
"The school is a place of such strong values manifested in the dedication of
the staff and the courage of the children, " he says. "It seems marvelous to me
to have found a place that is so positive. I find the students' faces extraordinarily open

and

expressive - so revealing of the trust they have in their teachers

and the goodness they find in the world. My hope is to let my camera capture the small,
daily miracles of progress that happen here. I want to photograph the spirit of excellence,
the kindness, the devotion and the love that make these people and this place so special. "

Our hope is that Mr. Nixon will help us to see with all of the
openness and compassion that is possible when we look with our hearts.

See Ya Later
Alligator

"Hello" screeched the
Macaw to the eager
students. Joining our fine
feathered and furry friends
from Busch Gardens,
"Pete" and "Penny"
Penguin from Sea World
waddled their way into the
hearts of the students. The
children were delighted to
see their animal friends
from Busch Gardens who
were back for the second
consecutive year.

rAarcK o-<» , 1111

Dear Busch Gardens,

-Thank you W brih
3E 5aW on osV

3:"3 .

+he Qn.moAs .

pen gu

'.ch e99* a sncxKe. ,
JJioS, CodtO^oo, CK P?^r.0.+ .

and a*\ oHiga+or, Qrt{3 q, monK-e*/.

My fcxvor-we amvv>Q\ sAjas +he.

tooKo+oo teoouit i+ ■n'h.s+lcd. —T"ho.n*-S

for -The. staffed penguin

In a wide variety of
colors, shapes and sizes,
the animals came out
one by one to greet our
students. The show began
with a whistling pink
Cockatoo, who was fol-
lowed by a rough skinned
alligator, a long slithery
snake and a Spicier
Monkey who wrapped his
tail around just about
everything. Although
some students had their
doubts about touching
the snake or the alligator,
others could not wait for
their turn. Lower School
Student Tanny Labschere
had fun teaching the pink
Cockatoo to whistle the
theme song from the
"Andy Griffith Show."

Students were given a
stuffed animal resembling
"Penny" the penguin to
take home and all the
students were left with
happy memories of their
animal friends.

Perkins people and happenings
on campus and abroad

Reflections

Look Everyone:
No Hands!

Perkins students, like
Eddie Martinez of the
Deaf-Blind Program, are
always looking for a new
challenge. A few months
ago Eddie saw his gym
teacher, Lauren
Lieberman, ride her uni-
cycle across campus. He
was amazed and decided
that this was something he
had to try.

Eddie believes that
many people are under the
impression that kids who
are deaf and blind cannot
participate in activities that
are physically challenging.
He wants to show people
that this perception is not
true.

He set a goal for
himself — by Parents' Day
he wanted to be able to
ride the unicycle. Before
long he was able to ride
the full length of the gym
on his own and he was
learning to turn around.
When the parents of our
Deaf-Blind students
recently visited, Eddie
was ready, and our guests
were impressed.

He's a natural!

£k9

This issue of The
Lantern is printed on
recycled paper. By
choosing recycled paper
we will save: 50 trees;
12,300 kilowatt hours of
energy (enough to heat
the average home for
1-1/2 years); and 21,000
gallons of water. We will
keep 1 80 pounds of
polluting effluents out
of the air and nine cubic
yards of solid waste out
of landfills.

When you are through
with this issue, please
pass it along to a friend
or recycle it.

Nutcracker Treat

On one of the first
frosty days in December,
dancers from the Boston
Ballet took Perkins Sec-
ondary Services students
and staff into the dream
world of the Nutcracker
Suite. It was a perfect way
to get into the Christmas
spirit. Before the curtains
opened, a mouse, a soldier,
Clara, and the Nutcracker
recited this traditional
Christmas story. An inter-
preter translated the tale
into sign language with
great emotion.

As the ballet began, the
audience of special educa-
tion students enjoyed both
audio and visual effects.
The orchestra created

delightful music, and
the grace of the dancers
was an inspiration. The
performance was magical.
Some of our students
were invited to sit in the
orchestra pit with the
musicians where the
sound was magnificent.
During intermission,
our students were
allowed to try the instru-
ments. A few Perkins
students decided to
share their musical
talents and soon had
the entire audience
rocking to 'Jingle Bells.'
Meanwhile, Nutcracker
characters roamed the
aisles and visited with
students who had the
opportunity to feel the
delicate tutus of the
dancers, the hard tips of
their satin toe shoes and
the fur of the dancing
mice.

At the end of the per-
formance students were
treated to ice cream by
their dancing hosts.

Taking Exercise
To Heart

Whether they were
jumping, rolling, bounc-
ing, or pedaling, students
from all over the school
recently joined in a group
effort to benefit the
American Heart Associa-
tion. After collecting their
pledges, students in teams
of six began the activities
on the morning of March
6th and did not stop for an
entire hour. Each student
contributed in his or her
own way. Some jumped
rope, others rode excercise
bikes, rollerskated or even
bounced on pogo sticks.
Students in wheelchairs
got into the act by rolling
over ropes. The gym was

as busy as a three ring
circus, and everyone was
working towards the
same goal — raising
money for the American
Heart Association. Con-
gratulations to all who
participated and a special
thanks to the Perkins
cheerleaders who could be
heard chanting in support
of their schoolmates:

"Perkins, Perkins tliat's
our name,

To cheer and sing tliat's
our game,

Give a cheer, Give a shout,

We are the best without
a doubt!"

Goal Ball

The name of the game
is Goal Ball. It is specifi-
cally designed for people
who have visual impair-
ments. Anyone is welcome
to play, however, because
every player is required to
wear a blindfold.

For two 7 minute halves,
members of a three person
team attempt to roll the
ball over the opposing
team's goal line while
protecting their own.
Lacking vision, sound
becomes the key. A goal
ball can be heard because
it has a bell inside. Players
must be quick and alert to
the sound of the bell as
they dive to prevent the
ball from crossing the goal
line. Since players must
hear the ball to play the
game effectively, fans are •
encouraged to cheer in
silence despite the excite-
ment. Noise from the
sidelines could obscure a
fair outcome.

For years Goal Ball has
been played in many
countries around the
world. Recently the game
has become popular in the
United States, especially
here at Perkins.

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and
caring individuals to help the multi-handicapped children and adults who
benefit from our programs and services. The gifts and bequests of Perkins'
friends make it possible for the school to sustain the excellent quality of
services that has been the Perkins hallmark for more than one hundred and
sixty years.

While a few foundation and government grants enable Perkins to initiate
new programs, the consistent support of donors makes it possible for us to
continue our academic, residential, and home-based programs for the many
students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest,
the following form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind,
a corporation duly organized and existing under the laws of the

Commonwealth of Massachusetts, the sum of dollars

($ ), the same to be applied to the general

uses and purposes of said corporation under the
direction of its Board of Trustees; and I do hereby
direct that the receipt of the Treasurer for the time
being of said corporation shall be sufficient discharge
to my executors for the same.

Such a notice may be sent to the Treasurer of the
corporation as follows:

H. Oilman Nichols, Fiduciary Trust Company,
175 Federal Street, PO. Box 1647,
Boston, MA 02105-1647.

In Gratitude

Perkins School for
the Blind gratefully
acknowledges
recent Donations
in memory of:

Verna H. Bayley
Grace Beatrice
Hazel Bell
Thomas R. Berry, Jr.
Harry J. Boutin
Catherine M. Boyle
Richard Burke
Elizebeth Calkins
Mildred L. Cameron
Lawrence Caplice

Leo D. Caplice
Lewis F. Capriccio
George Carlin
Evangeline Cerruti
Jackson H. Cohen
Jacob Cohen
Steve Constantine
Brian Conway
Eleanor Davies
Rita R. Decker
Mary Rose Driscoll
Alfred L. D'Urso
Evelyn Estella
Charles Ficksman
Charles S. Goldthwait
Frances Golstein

Rose Gorfinkle
Earl Grady
Gardner Hannon
Cathleen B. Harmon
H. Edward King
Helen Knight
Mark Lingley
Stanley Lucien
Lillian I. Lynch
Catherine M. McGrath
Mae McKennon
Max Morgenstein
Dorthea Mowder
Esther O'Connell
James C. Orphanos
Anna Peters

Ellen Quinn
Florence W. Rea
Margaret L. Ricker
Margaret Rogerson
Muriel Scorso
Ann Shifman
Doris Somers
Erica Summerfield
Eleanor Thayer
Anna Wall
Marion Stedfast

Whiting
Doris Williams
Carrie Wood

Employees Recognized

Honored for Service and
Commitment to Perkins during
the Eleventh Annual Service
Awards Ceremony were:

Thirty Years

Elaine M. Tulis, Lower School.

Twenty -five Years

Kenneth A. Stuckey, Research
Library.

Twenty Years

George M. Goodwin, Secondary
Services; Dennis J. Levesque,
Howe Press; Dennis A. Lolli,
Deaf-Blind Program; Emery
Stephens, Facilities.

Fifteen Years

John J. Donahue, Human
Resources; Katerina E. Fraser,
Adult Services; John T. Gleason,
Business Office; William M.
Graham, Howe Press; Raymond
Richards, Howe Press; PamelaJ.
Ryan, Deaf-Blind Program;
James A. Servello, Howe Press.

Ten Years

Lynnette M. Arcidino, Deaf-
Blind Program; Isabel M.
Balmaseda, Secondary Services;
Joseph D'Ottavio, Secondary
Services; Robert J. Hastie,
Facilities; Kathleen Lanz Heydt,
Lower School; Arthur S.
Johnston, Deaf-Blind Program;
Deborah A. Krause, Secondary
Services; Dina M. Lamagna,
Educational Leadership
Program/Research Library;
Maureen R Lennon, Director's
Office; Barbara Mason, Deaf-
Blind Program; Karol
McNaught-O'Laughlin, Human
Resources; Debbie Milliken,
Deaf-Blind Program; Marianne
Riggio, Hilton/Perkins National
Program; Ann Ross, Preschool
Services; James M. Shields,
Howe Press; Christopher
Underwood, Evaluation Services.

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. The school
is an accredited member of the New
England Association of Schools and
Colleges, the National Accreditation
Council for Agencies Serving the Blind
and Visually Handicapped, and the
National Association of Independent
Schools. It is licensed by the Massachusetts
Department of Education and Mental
Retardation and by the Commonwealth's
Office for Children.

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to all
the rights, privileges, programs, and
activities generally accorded or made
available to students at the school. It
does not discriminate on the basis of
race, color, creed, national or ethnic
orgininal in the adminstration of its
educational policies, scholarship and
loan programs, and athletic and other
school administrated programs.

Perkins School for the Blind
1 75 North Beacon Street
Watertown, MA02172
(617) 924-3434

Editor: William Brower
Assistant Editor: Jennifer Brewster

Non-Profu
Organization

Bulk Rate

U.S. Postage

PAID

Permit >lo. 56547

Boston. MA

The Lantern

FALL

19 9 1

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

n education is one of the most valuable
assets that a person will ever possess. At Perkins, we realize the great importance of
a quality education, always striving to maintain our high standards. As economic
times continue to be difficult, it becomes easier for some to look at education as a
luxury. We believe that it will always be an essential and critical right for the individ-
uals we serve and their families.

The learning process is one of both tradition and creativity. We are committed
to developing students' and clients' maximum potential intellectually, physically,

mentally and socially to ensure that each individual is

provided the necessary skills to live, work and function as

THE IMPACT OF A independently as possible in the community. With this

PERKINS EDUCATION goal in mind, we place great importance on preparing

students for life after they leave Perkins. We focus our
programs on reality-based training, recognizing the
community resources that our graduates will access in housing options, work
oppoitunities, and all the services a community has to offer.

We look to our alumni as living proof that the benefits of a quality education
are endless. To see our alumni assuming so many different roles in society assures
us of this.

In this issue of The Lantern, you will experience the inspiring words of gradua-
tion speaker and World Disabled Ski Champion Diana Golden. You will also read
about various successful alumni. They have chosen careers ranging from working in
a hospital to running a newsstand in Newport, Pvhode Island. Others have gone
on to college or a community living situation. These grad-
uates have benefitted from a comprehensive, quality
education, effective transitional planning, and the dedica-
tion of all our staff at Perkins.

We pride ourselves on the time and effort invested in
each of our students. We know that the time is well spent
when we recognize their many accomplishments and the
contributions they are making to their local communities
and to our society.

Kevin J. Lessard, Director

GRADUATION 19 91

Graduation in
November? We
know our timing is a
little off, but we couldn't
resist remembering the
Class of 1991's gradua-
tion day.

ME NEXT STEP

Three recent
Secondary
Services graduates
provide readers with
an idea of what mem-
bers of the Class of
1991 might have to
look forward to after
graduation.

The Lantern

Volume LXI, Number 1
Fall 1991

SEEING WITH
YOUR HEART

Nicholas Nixon
has continued to
photograph at Perkins.
Here he shares his
images of summer.

extra! extra!
read all about it

Dick Crane's
professional
success has not blurred
the fond memories he
has of his alma mater.
Since graduating in
1946, he has made it
back to campus every
year for our Annual
Holiday Concert.

REFLECTIONS

As usual, the
Perkins campus
is bubbling with excite-
ment. Stay tuned to
hear about recent
happenings and the fun
that is still to come!

f*i%

Contents

Graduation day has
always been a high
point in the Perkins
school year. For many
seniors, it marks the
culmination of years
of perseverance and
accomplishment. As
graduates, they become
part of a tradition that
goes back over 150
years, and their achieve-
ments are celebrated by
family, friends, class-
mates, teachers and
everyone in the Perkins
community.

This year, our
graduation speaker
was Diana Golden.
Born in Cambridge,
Massachusetts, Diana
lost her right leg to
cancer when she was
twelve. While in high
school, she developed
a strong interest in
downhill ski racing.

The Class of 1883.

After graduating from
Dartmouth College in
1 984, Diana began to
pursue a career in
professional ski racing.
Since then she has won
1 0 World Champion-
ships, 19 National
Championships and, in
1988, a gold medal at
the Calgary Winter
Olympics in Alberta,
Canada. Diana was the
World Disabled Ski
Champion from 1 986
through 1990. She has
competed in events with
non-disabled skiers and

has been honored in
the White House by
Presidents Reagan and
Bush.

Diana Golden spoke
directly to the hopes and
concerns. . .the dreams
and fears of our gradu-
ating seniors. She visited
Perkins on two occasions
prior to graduation to
spend time with the
seniors, learning their
names, following them
to classes and eating
lunch with them. She
took the time to get to
know the graduates,
and she addressed her
comments directly to
them.

What follows is a
transcript of Diana
Golden's speech. Her
words and the accompa-
nying photographs
convey the essence of a
Perkins graduation.

■^ Students
applaud in
support of their
fellow classmates.
From left to right:
Micheal Lewis,
Nelson Sousa,
Amy Galeota,
C. Richard Carlson,
President.

*ADUAT*0

1991

Partake in the
adventure

I want to let you all know what
an honor it is for me to be here.
When Perkins asked me to speak at
your graduation, I was so surprised!
It's really a pleasure for me, and it's
wonderful for me to have the chance to
spend this time with you, the graduat-
ing seniors, and to get a feel for what
it's like as you're standing at the end of
one phase of your journey and at the
beginning of a new one. I want to let
you know that on your journey you will
find an incredible wealth of treasures if
you hold on to your goals and partici-
pate in the adventure that's out there
waiting for you. I know that a lot of
times when you're starting something
new, there's a mixture of emotions.
On the one hand it's exciting and on
the other hand it's terrifying. . .it's
thrilling and it's daunting. And I want
to encourage each one of you, the
graduating seniors, not to be turned
back by your fears, but to step forward
and find the beautiful things that are
waitingjust in front of you.

Now I want to share with you a
journey of mine where some beautiful
things happened. I was studying over

Participate in the adventure that's
out there for you. ..Do not be turned back

by your fears, but step forward and
find the beautiful things that are waiting
just in front of you.

in Germany for a couple of months and
at the end of the semester I was going
to meet one of my classmates. He was
from Poland. He gave me his address
and I found out how to take the trains
to get to a town near his. I told him
that when I got to the end of the train
line, I would give him a phone call so
that he could pick me up. He said
he'd love to do that, but his family had
ordered phones ten years before and
they hadn't come yet. He said that I
would need to find a bus or a taxi when
I got there.

So I rode on the Eastern European
trains from East Berlin into Poland in
the middle of the night. I changed in •
some strange station in the middle of a
town that I couldn't pronounce, and I
finally arrived at 5 a.m. in some other
unpronounceable town at the end of
the train line. I knew that I was near my
friend's town and that somewhere there
should be a bus, but I looked outside
and it wasn't like Europe where the
buses are all waiting for you. I had no
idea how to get a ride so I wandered
back into the train station. I didn't have
any Polish money, but I had my friend's

address written in a notebook, so I went
around to people saying do you speak
English?. . .do you speak German?. . .do
you speak English?. . .do you speak
German?. . .but nobody could converse
with me.

Finally an older gentleman looked
at the address. He didn't speak Ger-
man or English but he pointed to me
and indicated that I was to come with
him. Then I pointed to my pack on the
other side of the room and he walked
over and grabbed it for me and I
followed him off to. . .1 wasn't sure
where. We wandered about 2 or 3
blocks and he took me down to the bus
station. He went into the bus station
and he looked again at the address that
I had written out, and he found out
which bus I needed to take. I held out
my German marks to say I had the
money to pay, but he said no put that
away and he
bought me a bus
ticket. He went
out and he stood
in line with me
because I had no
idea how to
figure out which
bus I needed to
get on.

As we waited there, and one bus
went by and another bus went by, I was
beginning to wonder if I was ever going
to get to my friend's place. And this
gentleman saw that I was worried and
he reached over and brushed the hair
off of my forehead and the creases out
of my forehead and he shook a finger
at me like a father saying, "Don't worry,
it's going to be OK, I'll take care of
you." We stood there for about another
10 minutes and a bus went by and he
pointed to himself and to his watch and
I got the idea that this was his bus. He
talked to another gentleman in the
line, explained my situation and made
sure that man got me on my bus. Then
he ran off, waved goodbye, blew me a
kiss and caught his bus. So this next
gentleman puts me on my bus and
shows my address to the bus driver.

Diana Golden
congratulates senior
Kathy Ducharme after
the graduation.

Yes,

we're all

incomplete

in our

own ways,

but together

we can

complete

each other.

You are

differently -

abled than

other people

but you have

a wealth

of gifts

that you

can give.

The bus driver gets to the town, stops
the bus and asks the people in the
town where my friend lives. He turns
the bus around; goes up this small dirt
road; then stops again and asks some-
body else. Finally, he pulls the bus up
this other dirt road and finds the place
where I'm supposed to go. When I go
to get off, he won't let me. He wants to
stay until he makes sure that somebody
comes out to greet me. So I am literally
delivered to my destination!

At times like that I'm awed by the
generosity of people. There are people
that care for us in the times when we
need it most. I want to assure all of
you who are graduating that there
are people who will help you realize
dreams as you journey on your way. If
you're trying to go somewhere, there
are people who will meet you and who
will go that extra mile with you. . .who
will cany your pack. . .who will show
you where you're going. And I know
that you've all been through those
kinds of experiences here at Perkins.
You've been helped by a group of
people who have stood beside you.
They've taught you, they've guided
you, they've been your eyes, they've
been your ears at times, they've stood

behind you and backed you when
you've needed their support. And
they've taught you, as much as you are
capable, to do what you want to do.

I also want to assure that it's not just
people helping you. It goes both ways,
and each one of you has wonderful,
wonderful gifts to give to the world. I
thought about an instance when I was
dancing with one of my teammates on
the disabled ski team. He is totally
blind, and we decided that we wanted
to go dancing together. So he grabbed
my arm and I hopped to the dance
floor and guided him and he support-
ed me so that I wouldn't fall over. As we
were dancing, he would hold me up
when I would lose my balance and I
would guide him in and out of the

Diana Golden addresses the Class of 1991.

other people. Then, when we were
done and my leg was about ready to
give out underneath me, he picked me
up in his arms and said, "OK Diana,
which way?"

And so while he carried me, I
guided him to my chair and he put me
down. I thought that this was one of
the most beautiful things about being
part of the disabled team. We learn
that, yes, we're all incomplete in our
own ways, but together we can com-
plete each other. That he could be
my legs and I could be his eyes and
together we could accomplish that
little dream of dancing. All of you have
those same gifts. You are differently-
abled than other people, but you have
a wealth of gifts that you can give to
those people. You can be their legs, or
their ears, you can give them your song
like you did today, your smile, you can
be their friend and I want to encourage
you to do all these things — to share all
your gifts — as you leave here today
and continue on your journey.

Allow your dreams to change and
to grow, and don't forget when you're
afraid or overwhelmed that there are
people who are going to pick up your
bag, brush the hair off your forehead,
carry you back from the dance floor
and that you can do the very same
things for each other. So good luck
and have a wonderful, wonderful
journey.

Thank you."

As President of the Class of 1991, Amy
Galeota spoke for her fellow graduates.
Her remarks follow.

"On behalf of the Senior Class, I would
like to say that this is one of the happiest
days of our lives. It is also one of the saddest
because we will miss the many wonderful
people at Perkins who have come into our
lives and helped us so very much.

Now I would like to tell you a little bit
about myself. I attended public high school
up to the end of my junior
year. I felt I was experiencing a
lack of self-esteem, friends and
a physical education program
that I could participate in. It
was then I decided to come to
Perkins where, almost instantly,
I gained all those things. For
me, one of the most meaning-
jl experiences in my high
school career was participation
in the physical education program here at
Perkins.

Some of my fellow classmates have been
coming to Perkins for many years; we all
came for different reasons. I feel that as each
of us leaves on Graduation Day, we carry with
us a sense of responsibility, understanding,
and most of all, the experience of a lifetime

— friends.

To my fellow graduates: We will all be
going our separate ways, but we will all share
one thing, and that is the many wonderful
memories and experiences of Perkins School.

To the staff: In one of my classes — Adult
Living taught by Kathy Bull — we had a
quote we used from time to time. 'This is not
teenage living. This is ADULT LIVING!' We
cannot thank the staff enough for their help
in getting us to this crucial stage in our lives

— adulthood.

In closing, I would like to say that my
fellow graduates and I feel that Perkins has
been the light at the end of a long dark
tunnel."

The Next Step

Although graduation is a time of joy and happi-
ness, it is also a time of bittersweet feelings. Every
June, seniors leave behind friends and teachers who
will miss them very much. The commotion of grad-
uation passes, and the campus seems empty. Wliere
do the graduates go"?... What are they doing now"?

To answer these questions, we interviewed three
recent graduates of our Secondary Services
Program. These alumni have all established
themselves in their communities.

Graduates of the diverse Secondary Services
Program move on to a wide variety of situations
every year. Each student's future is unique. It could
bring a job in a business or in a trade. Or it may
hold college and a career... or a placement in a day
activity center or in a group home. The various op-
portunities depend on each graduate's individual
skills and interests. Secondary graduates can be
found in higher education, at rehabilitation
workshops, in group homes or in competitive jobs.

We talked with three graduates who are
making positive contributions in their communities.
Success stories like theirs give the current Perkins
students goals to work towards and give the staff
reassurance tliat the time and effort spent with each
student really makes a difference.

shingled house, nestled between the
other houses on Green Street in
Watertown, with seven other clients
and a little dog named Runaway.
Green Street is the home of one
of the Perkins' Community Living
Residences; Denise, now 24, has lived
here for over a year. After graduating
from Perkins' Secondary Services
Program in 1989, she lived with her
family for a year in Quincy before
moving to Green Street.

Blind since birth, with Cerebral
Palsy and some developmental delays,
Denise grew up in a large family. She
knows that living with others has its
ups and downs, but in her case, they
are mostly ups. Denise says, "It's very
important to be considerate of the
people around you... You must be
flexible." This includes not playing her
radio too loud. Denise also believes
that sharing is important - especially
with her roommate Diane. Every night
before dinner, not too loud either,
Denise and Diane take turns practicing
the piano.

At Green Street, Denise has the
opportunity to develop skills of inde-
pendence. She uses many of the skills
that she learned in her favorite class at
Perkins, "Home and Personal Manage-

ment." For instance, Denise uses a
"Hot Shot", a one-cup electric pot, to
heat water to make her own coffee. She
also does her laundry, makes her bed
and cleans her room on a regular basis.
Besides her personal chores, Denise is
responsible for certain household
duties, as are the rest of the clients. Her
assignment is to clear the family-style
table after meals. Her friend Peter is
responsible for setting the table.

Every weekday, Denise travels via
"The Ride", a transportation service
provided by the MBTA for people who
are disabled. She commutes with one
other resident to the Barry L. Price
Rehabilitation Center in West Newton.
The center, which works closely with
the Massachusetts Commission for the
Blind, is a sheltered workshop for
adults, teaching prevocational and
vocational skills. At Price, Denise is
developing vocational skills and
techniques which will eventually be
transferred to jobs outside of the
center. She is one of thirty blind clients
who attend the workshop. Although
Denise is a client at the center, she is
often given jobs for which she earns a
small salary on a per-piece basis. When
she first started at the center, she
practiced with "simulated work"
training which involved folding a piece
of paper, putting it into a legal size
envelope and sealing the envelope.
Denise has mastered this task, enabling
her to participate in the "live sub-
contract" work that the center does for
various businesses in the community.
In a supported employment environ-
ment, she collates mail; puts it into an
envelope, seals the envelope and
prepares the pieces for bulk mailing. At
the end of each day, she returns to her
home on Green Street.

In her spare time, Denise likes to
take walks and relax. One of her
favorite activities is to ride the resi-
dence's tandem bicycle with a staff
member. Occasionally, on weekends,
she will visit her family in Quincy.

Living in the Perkins Green Street
residence has been a very positive
experience for Denise Baker. She has
made good friends and learned a great
deal about herself. Denise lives with
people who support and help each
other day-in and day-out which helps
her to feel more independent. Denise
wears a necklace around her neck that
was given to her by another client as a
symbol of their friendship. Every
Monday night clients and staff gather
together in the living room for a sing-
along. It is a time to share and to enjoy
each others company. Watching her
smile and hearing her sing, it's easy to
see that Denise is at home.

D E I R D R E
MARTIN

It gathers up the
sounds of walkers'

heavy breathing and
soggy sneakers.

The dye in our shirts

settles happily on

our skin
and we become the fire

that the sun forgot to

bring.

Our shirts and hands
are neon orange,

likewise are our spirits
as we walk a
treacherous length.

JN o one knows the way around the
buildings, corridors and stairways of
Boston's Children's Hospital as well as
Deidre Martin. This is no surprise, as
she has been connected with Children's
since she graduated from Perkins in
1988.

After graduation, Deidre enrolled
in a Work Experience Program affiliat-
ed with the hospital. The program
prepared her for competitive employ-
ment by providing her with experience
in a variety of work settings. She
rotated through different departments,
developed varied skills and was ex-
posed to different situations. As Dei-
dre's training ended in 1 989, she was
offered a temporary job in the Labora-
tory Control Department by a supervi-
sor who had worked closely with her.

In her position as a Lab Transport-
er, Deidre picks up and drops off out-
patient specimens and delivers
in-patient reports. From 9:15 a.m. to 6
p.m. five days a week, she completes
her rounds. At each stop, she labels
specimens, loads her cargo into her
brown paper shopping bag, and
transports them to their final destina-
tion. She walks quickly, with ambition
and purpose. And her hard work has
paid off, for this April, after two pro-
ductive years, Deidre was offered a
permanent position at Children's.

Everyday, Deidre walks from her
apartment to the hospital and back
again. It is a convenient twenty to
twenty-five minute walk to the cluster
of red brick buildings where she
resides. The apartment is homey with
curtains on the windows and a tidy
kitchen. A bookshelf filled with litera-
ture lines one wall. Reading is a favor-
ite pastime, and books are a big part
of Deidre's life. Although she has
limited vision, because her mother had

Rubella when sh

her ability to read nor her mobility

skills have been significantly affected.

. The twenty-five year old's social
calendar is filled with activities. Many
of the people whom Deidre keeps in
touch with outside of work are from
Perkins. She believes that Perkins
offered her a challenging academic
program, and also helped her develop
socially. As a senior, she attended job
education classes where students
learned how to complete job applica-
tions. She says that class helped pre-
pare her for her current job.

Although Deidre enjoys her work at
Children's very much, she sees this job
as a steppingstone toward future
opportunities. She would like to have
more direct contact with the patients.
She likes to work with people and on
Saturdays, she volunteers at a women's
homeless shelter helping to serve
lunch to the needy.

Deidre's goal is to earn a college
degree. She has always been interested
in creative writing and keeps up with it
during her free time. She especially
enjoys writing poetry.

As he travels across the campus of
Salem State College in his wheelchair,
22 year old John Brent is showered
with greetings. One friend jokes that
he is trying to run her over. This is just
a passing moment in the midst of his
busy schedule. Though he has slightly
reduced vision, John is obviously as
adept as a college sophomore can be in
the midst of a busy academic and social
schedule.

During the week, he begins his days
with breakfast at 7:30 a.m. He eats all
of his meals in the school cafeteria,
along with many of his classmates. He
then attends classes throughout the
day. John spends some of his free time
as a photographer for the Salem State
Log, the school newspaper.

John enjoys college life very much.
At Salem State, he is fully independent.
Except for a Program Assistant who
occasionally meets with John, he is
completely on his own. He says, "the
hardest part is being responsible for
balancing my work and leisure time."
John likes being able to do his work
when he wants. He is excited about this
new stage in his life, and feels he is
ready for the challenge of making his
own decisions.

John lives in a single room in
Bowditch Hall and is very involved
with student life. Last year he was the
president of the Dorm Council.

The walls of his room are covered
with posters, including a map of
Watertown. This year he has no room-
mates, but five fish in a large tank on
one side of the room keep him compa-

ny. Next year John will move to a new
housing complex on the south side of
campus where five roommates will
replace his underwater friends.

Overall, John feels that he was well
prepared for college. Taking classes at
Watertown High School while at
Perkins was extremely helpful. When
he was a senior at Perkins, he took a
law class which encouraged him to
major in criminal justice at Salem
State. His computer skills have also
been a great asset.

Describing himself as a "serious
guy", John already has some goals in
mind for his future. When he gradu-
ates, he wants to work in an area that
connects computer science with police
work. He thinks he would enjoy
working in a record and crime lab. He
has decided that he would like to live
in Massachusetts or California, or in
Florida where his grandmother lives.

At times, John misses Perkins and
its "good teachers" and "good friends,"
but not for long. He has already made
strong bonds with new friends at Salem
State. He says, "we are all here to get
an education and have fun".

In the Spring 1991 issue of The Lantern,
a story entitled 'Seeing with your heart'
appeared. It featured a selection of photo-
graphs taken by Nicholas Nixon, a man
recognized by many people as one of
the best photographers in America. Over

the summer, Mr. Nixon continued to

photograph our students and clients

both on and off campus. As he continues

to see with his heart, we continue to

share the results of his- vision with you.
i

Seeing
with your
heart

Always ahead
of the game,
Dick Crane
prepares to stock
his shelves with
the week's order.

As you enter the
.. Newport Post
Office, the first person
you see is Dick Crane.
He has run the news-
stand in the Post Office
lobby ever since he
graduated from Perkins
School for the Blind in
1946. Although he is
blind, his keen sense of
awareness is remarkable.
As footsteps sound

across the floor, Dick
listens to find out if they
belong to someone he
knows. . . If he recognizes
the footsteps, he will
quickly greet the person
by name. If you tell Dick
the date you were born
he can immediately tell
you the day of the week
you were born on. . .and
he will never forget your
birthday.

The front of his
wooden newsstand dis-
plays a plaque, signed by
the governor of Rhode
Island, thanking Dick
for his forty-five years of
dedicated service. The
engraved bronze letter-
ing is tarnished except
for the place where the
numbers have been
changed year after year.
On the side of the stand,
shelves are filled with
a variety of carefully
placed trophies and
certificates given to
Mr. Crane over the
years. Among them is
an honoraiy proclama-
tion from the Newport
Lions Club "for his
many outstanding
contributions to the

community." Dick also
has served as chairman
of the Rhode Island
Covernor's Advisory
Council for the Blind
since 1983. In addition
to his many awards, Dick
prides himself on being
a member of the Perkins
Alumni Association.

The magazines and
newspapers displayed
across the front of the
stand are in perfect
order. It is summer, the
busiest time of year for
Mr. Crane. He moves
about his work place
with agility and speed,
knows the exact location
of every item in every
nook and cranny of his
stand. He works quickly
and with precision, as his
nimble fingers stock the
candy shelves with the
week's order. His move-
ments are methodical,
removing the candy
which is already in place
so that he can put the
older candy on top of
the new. He feels the
shapes and sizes of the

Extra! Extra!
Read all about it!

different products to
determine where they
go. His tasks are contin-
ually interrupted as
customers visit the
stand. Many of his
customers are "regulars"
who work in the build-
ing or retrieve their mail
at the Post Office daily.
They call him by his first
name and stop to chat.
As each transaction is
made, Dick counts and
sorts the money, folding
it and putting it in his
pouch in such a way that
he can tell the difference
between bills of different
denomination.

Dick Crane took this
job as a young man of

2 1 years of age and has
since made the news
business his career. From
ages 1 0 to 2 1 he attend-
ed Perkins. While a
student, Dick acquired
many of the skills that
have made him so
successful at what he
does. As well as partici-
pating in a salesmanship
class, he remembers
selling tickets to people
in his neighborhood for
the various performanc-
es given by the students
of Perkins.

One summer before
graduation, Dick worked
in a newspaper stand in
Gloucester, MA. He
then attended a two

week training session in
Washington, D.C. where
he learned how to pro-
duce daily sales reports
and how to order the
products required to
run a stand of his own.
These skills, combined
with the independence
and orientation skills
which he gained at
Perkins, gave him the
background he needed.

Dick Crane's
fiiendly service
always puts a
smile on his
customers' faces.

Dick has made the Perkins

Holiday Concert into a

personal tradition and has

not missed a concert for the

past forty-five years.

It has been his persis-
tence and dedication
that have been most
essential to his success.

At Perkins, Dick
Crane was a committed
member of the choir
for the twelve years he
attended the school. He
has vivid memories of
singing in the traditional
Perkins Holiday Con-
certs held in Dwight
Hall each year. Since
his graduation, Dick
has made the Holiday
Concert into his person-
al Christmas tradition.
He has not missed one
concert in the past forty-
five years! Each year he
has faithfully returned

to Perkins for the Holi-
day Concert, which still
remains a high point of
the year for the students
and staff of the school.
He has traveled through
rain, sleet and snow of
icy Decembers by bus
or, if he is lucky, he gets
a ride. He says that he
fears the weather will
someday prevent his
ritual return, but we all
expect to see him each
year up in the balcony of
Dwight Hall. As for his
own singing, he has kept
it up as well, and is cur-
rently a member of St.
Mary's Church Choir in
Newport where he sings
baritone almost every
morning before coming
to his newsstand.

Whether to music,
Perkins or his work, Dick
Crane's daily dedication
and perseverance are
always evident. Every-
day, with few exceptions,
he has been at his stand
from eight o'clock until
five to supply the public
with the latest news. He
"eats on the job" instead
of taking a lunch hour. . .
because Dick says, "If I
took a lunch break there
would be no one to look
after the stand. I want to
serve the public and I
want the service to be
the best." From the
satisfied looks on the
faces of his customers,
the service could not be
any better.

A place for
everything,
and everything
in its place.

Getting to
Know You

As the voices of the Perkins
Chorus echoed through
the halls of the Howe
Building, the Perkins
community gathered in
the Allen Chapel for the
graduation ceremony of
the Educational Leader-
ship Program's Class of
1991. In affiliation with
Boston College, the pro-
gram trains teachers from
around the world to meet
the educational needs
of children with visual im-
pairments and additional
disabilities. This year's
class consisted of partici-
pants from Ghana,
Finland, Argentina, India,
Portugal, Spain, Hong
Kong, and Fiji. The grad-
uation song, appropriately
chosen for the occasion,
was "Getting to Know
You."

Although program
participants are on the
Perkins campus for just
one year, the relationships
they develop make it seem
as though we are saying
goodbye to old and dear
friends. The friendships
shared by our students and
the program participants
are always wonderful to

Reflections

The program is based
on the philosophy of
reciprocal learning. Just as
the Perkins students learn
from the graduates of the
Educational Leadership
Program, the graduates
have learned a great deal
from the students here at
Perkins. They have both
grown by "getting to know
each other." The program
creates an opportunity, not
only to share knowledge,
but also to make new
friendships, some that will
last a lifetime.

Perkins people and happenings
on campus and abroad

As the Perkins chorus
sings their farewell song to
the Educational Leader-
ship Participants on
graduation day, we are sad
to see the graduates leave
Perkins. But we are glad
that they have chosen to
do what they do best, and
that they will spread the
Perkins mission to many
far away places.

Front row left to right:
Maria Bragadini, Argentina;
Eugenio Monsalvo, Spain;
Chitra Graver, India;
Standing left to right:
Laisani Radio, Fiji;
Raivi Nurmi, Finland;
Beatrice Onwona, Ghana;
Isabel Amaral, Portugal;
Not pictured: Siu Han Wong,
Hong Kong

Don't Be A Chicken!

The sounds of homemade
instruments and laughter
could be heard clear across
the campus announcing
the start of the Third
Annual Deaf-Blind Field
Day. Of course there were
the usual water play,

games, and barbecue, but
this year a special treat was
saved for the end of the
day. For the finale, animals
from New England Live
joined in the field day fun.
After a goat, a snake, a
turtle, a ferret, and a sheep
mingled with our students
on the grass under the
golden afternoon sun, the
final surprise arrived in a
picnic basket. As the lid
opened, our students were
treated — no not to an
afternoon snack — but to
little yellow chicks which
popped out of their basket
like clowns coming out of a

circus car. The students
touched and held all of
the animals, including
the snake!

A Patriotic Salute

In celebration of "Citizen-
ship Day" and to kick-off
Constitution Week, New
Englanders gathered
alongside the hull of the
U.S.S. Constitution on the
bright and sunny morning
of September 17th.
Governor William Weld
was among the many
participants who heard a
colorful reading of the Bill
of Rights. Each of the ten
amendments was read in
a different language by a
different student from the
Boston area. Anindya
Bhattacharyya, a student
in our Deaf-Blind Pro-
gram, was invited to read
Amendment VII in braille,
which he then translated
into sign language. For the
benefit of the hearing
public, his words were then
translated into spoken
English by an interpreter.
A day filled with history
ended with the firing of a
three-gun salute by the
cannons of "Old Ironsides"
herself.

On Your Mark,
Get Set, Go!

In May, Perkins hosted the
annual Eastern Athletic
Association for the Blind
(EAAB) Track Meet for the
second time in six years.
Students from Perkins and
other schools for the
blind in Maryland, New
York, North Carolina,
Pennsylvania, and West
Virginia competed in a
variety of events. The
Perkins track has been
adapted so that students
who are totally blind are
able to participate in the
footraces by holding a
guide wire that runs
the length of the track
along each runner's
lane. Visiting teams were
guests in the our cot-
tages, and many group
activities were enjoyed
on campus throughout
the weekend.

Annual Holiday
Concert

This year, the Annual
Perkins Holiday Concert
will be performed on
Sunday, December 15,
at 3:00 p.m. There will
be a second concert on
Thursday, December 19,
at 7:30 p.m. Both concerts
will be held in Dwight Hall
in the Howe
Building.
Guests and
friends of the
school are all
welcome and
encouraged to
join us for one
or both of the
performances. It is an oc-
casion that should not be
missed, and a spectacular
way to get into the holiday
spirit. For directions and
additional information,
please call Jennifer
Brewster at extension 335.

Recycle

This issue of The Lantern is
printed on recycled paper.
By choosing recycled over
virgin paper we will save:
35 trees; 8,300 kilowatt
hours of energy (enough
to heat the average home
for 1 year); and 14,100
gallons of water. We will
keep 125 pounds of pol-
luting effluents out of the
air and six cubic yards of
solid waste out of landfills.
We hope this information
makes The Lantern even
more enjoyable to read.
When you are through
with this issue please pass
it along to a friend or
recycle it.

3&H^h

Anne Sullivan
Medals

Pictured above are five
recipients of the Anne
Sullivan Medal presented
on August 8, 1 99 1 at the
Tenth Conference of the
International Association
of Educators of the Deaf-
Blind in Orebro, Sweden
in recognition of their
achievements, contri-
butions, and efforts on

behalf of individuals who
are deaf-blind.

Front row left to right:
Beroz Vacha, India;
Sonja Jarl, Sweden;
Marion Obeng, Ghana;
Stig Ohlson, Sweden;
Back row left to right: Rev.
Friedrich Pape, Germany;
Kevin J. Lessard, Director.

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The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring individ-
uals to help the multi-handicapped children and adults who benefit from our programs
and services. The gifts and bequests of Perkins' friends make it possible for the school to
sustain the excellent quality of services that has been the Perkins hallmark for more than
one hundred and sixty years.

While a few foundation and government grants enable Perkins to initiate new pro-
grams, the consistent support of donors makes it possible for us to continue our academic,
residential, and home-based programs for the many students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the following
form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation
duly organized and existing under the laws of the Commonwealth of Massachusetts, the

sum of dollars ($ ), the same to be applied to the general

uses and purposes of said corporation under the direction of its Board of Trustees; and I
do hereby direct that the receipt of the Treasurer for the time being of said corporation
shall be sufficient discharge to my executors for the same.

Such a notice may be sent to the Treasurer of
the corporation as follows:
H. Gilman Nichols
Fiduciary Trust Company
175 Federal Street, P.O. Box 1647
Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind gratefully acknow-
ledges recent donations in memory of:

Rev. Russell Angell
Robert Archambault
L.B. Bass
Jean Bernard
Ruth Dwight Bigelow
Anthony Carnevale
Maxine Chambers
Jacob L. Cohen
Edmund Cormier
Herbert E, Covey
Margaret M. Davidson
Dr. John DeLeo
Russell E. Dodge
Margaret Calvin
Arthur J. Garavanta
Donn Hagerty
Katherine Haggerty
BillHawkes

Dorothy Hollister

Nathalie Appleton Hubbard

Mrs. Flora M.Jones

Leonora Joyce

James J. Kane

Whitney Lawrence

Emilia Maigiary

Peg Marsten

Gertrude Martin

Paul Munier, Sr.

Verna P. Nahigyan

Agnes Nelson

M. Leo Nickerson

Mr. Ostraws

Charles Reynolds

Grace Salemme

Ethel R. Schmitt

William Shea

»>

Gladys Stevens
Mary Alice Sullivan
Mynna Szathmary
Elizabeth M. Tucker
Richard Tucker
Joseph Vagnati
Raymond Valente
Dr. Bertram E. Warren
Ada Wetherald
Joseph E. Wiedenmayer
Rose Tabor Wrozs

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. The school
is an accredited member of the New
England Association of Schools and
Colleges, the National Accreditation
Council for Agencies Serving the Blind
and Visually Handicapped, and the
National Association of Independent
Schools. It is licensed by the Massachusetts
Department of Education and Mental
Retardation and by the Commonwealth's
Office for Children.

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to all
the rights, privileges, programs, and
activities generally accorded or made
available to students at the school. It
does not discriminate on the basis of
race, color, creed, national or ethnic
origin in the adminstration of its
educational policies, scholarship and
loan programs, and athletic and other
school administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editors: William Brower and
Jennifer Brewster

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

SPRING

19 9 2

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

The Spring of 1992 has been a very busy and important time for all of us at Perkins.
This issue of The Lantern will give you an overview of the Hilton/Perkins National
Conference On Deaf-Blindness which was held in Washington, D.C. in March.

Over 650 Parents, consumers and professionals met for five days to discuss the enhance-
ment and expansion of education and rehabilitation programs for children and adults who
are deaf-blind. We were pleased to have a number of congressional leaders address our
audience. A keynote presentation by Mrs. Barbara Bush helped to make the conference
even more meaningful to all those present.

In this Spring issue of The Lantern, you will also read about the Perkins Horticulture Pro-
gram and how it is serving an ever-increasing number of students and clients on our
campus. Our staff offers pre-vocational and vocational training, as well as a wide range of
therapeutic activities for students and clients of all ages. On-campus learning experiences
are being made more significant by part-time, off-campus job placements in several busi-
nesses in surrounding communities.

We continue to listen to parents, professionals and consumers regarding community needs.
In response to their concerns, we are pleased to announce the beginning of our Elder
Services Program and our new regional office in Hyannis, serving Cape Cod and the
Islands. These new initiatives are an extension of our Outreach Services efforts which meet
the needs of an increasing number of individuals through our Western Massachusetts office
in Northfield and in many other communities in the State.

It is also a pleasure to announce the publication of the Perkins Activity
and Resource Guide, written by eight members of our staff. We are
proud of their commitment and hard work. By sharing their knowledge
and expertise with countless others, they have truly made a contribution
to the field of blindness.

All of us at Perkins hope that you and your family have a relaxing and
enjoyable summer.

Kevin J. Lessard, Director

.2.

A Giant Step Forward

Great strides were made by over 650
energetic participants who enjoyed and
benefitted from The Hilton/Perkins
National Conference on Deaf-Blindness
in March. First lady, Mrs. Barbara Bush,
joined the group in their efforts to
enhance the lives of individuals who are
deaf-blind.

• 9* 1991 Annual Report

In this year's Annual Report, which high-
lights Perkins Community Living Services,
you will meet four clients who are
working to attain their highest level of
independence in their residences
and in the community.

Cover photo: Perkins student Glenna Hamid
takes time to stop and smell the flowers.

.18.

Green Thumbs

Nature has a special way of teaching.
Through our Horticulture Program,
students and clients thrive as they care
for plants and receive pre-vocational
and vocational training.

.23.

Reflections

From the Charles River to the top of a

mountain and from Florida to Washington,

DC, Perkins students and staff alike

are recognized for their achievements in

art, academics, athletics and in the

workplace.

§5

The Lantern

Volume LXI, Number 2
Spring 1992

.26.

Outreach Services Program

Our Outreach Services Program is
expanding in new directions this year
with Services for Elders, Low Vision
Service and a satellite office on
Cape Cod.

a giant step

Ju.lb,

fc"^

-^jk

'riff:

fc^ Hilton/Perkins National Program jfc

Deaf-Blind Services
in the '90s

Do you remember where you were on Saturday,
March 21, 1992? Many of the staff at Perkins would
know the answer to this question. Yes, it was the first day
of spring, but it was also the first day of the Hilton/
Perkins National Conference on Deaf-Blindness. March
initiates a season of growth and new beginnings, two
characteristics of the conference and its goal to further
enrich the lives of individuals who are deaf-blind.

The need for a national conference on deaf-blindness
became apparent after talking to many people in the
field. Once the initiative was taken, planning began and
continued through the winter. The idea started as a
small seed, then quickly expanded into the largest and
most comprehensive deaf-blind conference ever. The

Hilton/Perkins
National Program

Deaf-Blind Services
in the '90s

diverse
program
offered
something for
everyone,
with over 100
different sessions to choose
from over the five day
period. Topics covered
included; communication
skills, transitional services,
administrative issues,
personnel preparation and
resource utilization. All of
the meeting rooms were
equipped with FM amplifi-
cation systems and a loop
system which created an
electromagnetic field. These
systems enabled hearing
aids to receive signals
directly from the speaker's
microphone. All sessions
were interpreted in sign
language and many of our
presenters were individuals
who were deaf-blind.

Lefi to Right: First Ixuly Barbara Bush;
A n ne Sullivan Medal recipient Rod
Maaionald; Mrs Bush, Perkins Director
Kevin J. 1 'jessard and Perkins Deaf-
Blind Program student Anindya
Bhattacharyya; Congressman Joseph
Kennedy and Confertmce participants.

Parents discussed family
issues, while educators
shared methods of teaching
and consumers expressed
their needs and concerns.
Most importantly, people
with the goal of developing
and expanding services for
individuals who are deaf-
blind gathered together
and found common
ground. Joyce Ford, whose
eight year old son Riley is
deaf-blind, commented on
one of the parent meetings.
"Families came together
and if you were present in
the room, you could feel
the energy that they
generated. ..it almost always
happens when families
come together with a
purpose."

When parents, consumers
and professionals gathered
for the conference in
Washington, the cherry
blossoms were only small
buds; symbols for the
strength and enthusiasm of

more than 650 participants.
The atmosphere of a city
where so many important
decisions are made is
invigorating. A more
appropriate location could
not have been chosen.

Senator Edward M.
Kennedy, a champion of
human services and special
education programs in
this country for many years,
addressed a large audience
one morning. Congress-
man Joseph P. Kennedy
and Congressman Major
Owens, both involved in.
legislative and funding
initiatives concerning
children and adults who
are disabled throughout
our country, spoke and
joined participants
for lunch the same day.
Participants also had the
opportunity to hear from
Dr. Robert Davila and
several of his staff from the
Office of Special Education
and Rehabilitation Services.

The highlight of the
conference was the appear-
ance of our first lady,
Barbara Bush, who attended
the gathering to accept the
Anne Sullivan medal for her
work on behalf of literacy
efforts in the United States.
As soon as Perkins Director,
Kevin Lessard, escorted Mrs.
Bush into the room, her
warm and cheerful smile
gave the conference a life
of its own. "Through her
actions and her leadership,
Mrs. Bush has shown that
she is sensitive and aware of
the needs of children and
adults who are disabled,"
Mr. Lessard commented in
his introduction.

Mrs. Bush spoke'eloquently.
"And now it's my turn to
welcome you all to Washing-
ton, D.C. George sends his

very best wishes and his
most grateful thanks to
you for coming together
in this way. We both owe a
special salute to teachers
and parents. The roles you
play are always important,
but we know they're
absolutely essential to the
lives of those with special
needs. A great American
cowboy named Will
Rogers once said, 'We
can't all be heroes. Some
of us have to sit on the
curb and clap as they go
by.' Well, as long as I
can remember, Anne
Sullivan and Helen Keller
have been heroes for me,
and today all of you are
too. So right now I'm
clapping for you and your
very first conference on
deaf-blindness."

Accepting her award
graciously, Mrs. Bush
congratulated the other
recipients. "It's an enor-
mous honor for me to be
among those receiving the
Anne Sullivan Medal. My
thanks and congratulations
to Mary O'Donnell, an
exemplary parent advo-
cate; to Rod Macdonald,
the inspiring leader of the
American Association
of the Deaf-Blind; to June
Miller, McCay Vernon
and Susan Ethridge, who
have done so much for so
many in each of their
states; and to Donald H.
Hubbs and the Conrad N.
Hilton Foundation for
taking programs for the
deaf-blind a giant step
forward. Now that's what I
call being in very good
company. I will be accept-
ing my award on behalf of
all my heroes, you who are
deaf-blind and have used
your great courage and
heart to learn and grow as
much as you can, and you

Left to Right: Anm Sullivan
Medal recipients; Senator
Edward Kennedy; Congress-
man Joseph Kennedy
and a Conference partici-
pant; Mi's. Bush and
Kevin J. I^essard.

who are the parents and
the teachers and helpers of
all kinds."

Indicating the importance
of people coming together
to work towards a common
cause, Mrs. Bush went on
to say, "We know this
conference is another kind
of landmark for everyone
concerned about deaf-
blindness. There are so
many complex, serious,
practical issues to be dealt
with for very young and
school-age children and
adult consumers; for those
giving services, whether in
schools or homes; whether
for employment or hous-
ing or for social services;
whether as teachers or
health care providers or
family members. There are
so many needs to be taken
care of, and you're the
people who can do it. It's
wonderful to see that

you've all come together
for this great labor of love
— consumers, profession-
als and parents, all people
and groups who matter.
I know the outcome will
mean even greater
progress in your intensely
caring, cooperative work to
help deaf-blind Americans
live the fullest, most useful
lives possible."

Mrs. Bush spoke enthusias-
tically about the Hilton
Foundation and the
Perkins School relation-
ship. "The fact that this
conference is taking place
at all is because of another
very special collaboration
between the Conrad
N. Hilton Foundation and

Perkins School for the
Blind. Three cheers to the
Hilton Foundation for their
enormously generous gift to
Perkins — fifteen million
dollars over five years for
innovative programs for
deaf-blind consumers, their
teachers and especially their
parents. What a splendid
example the Hilton family
has set of the best American
virtue; our willingness to
reach out to those in need."

In acknowledgement of
such a major commitment
to the development and
expansion of programs and
services for individuals who
are deaf-blind, Perkins
Director, Kevin Lessard,
presented the Conrad N.

Hilton Foundation and its
President, Mr. Donald H.
Hubbs, with well-deserved
Anne Sullivan Medals,
saying, "Mr. Hubbs and the
Hilton Board of Directors
recognize and understand
the educational needs of
children who are multi-
handicapped blind and
deaf-blind and they are
strong advocates for the
rights of parents."

While on the subject of the
Hilton family, Barbara Bush
went on to discuss an
affiliation with her longtime
heroine, Helen Keller.
"Conrad Hilton apparently
shared my worship of Helen
Keller. Like me, he was
deeply inspired by her
strength and her wisdom.
And the Hiltons, like the
Bushes, have great concerns
about our families, particu-
larly families that are
confronting special chal-
lenges."

Mrs. Bush applauded the
audience. "It is so hearten-
ing to know that you parents

here today, with the support
of professionals and con-
sumers themselves, are
becoming the strong,
effective advocates you are
meant to be." She spoke
candidly and directly to
those immediately con-
cerned. "And none of you
could be affiliated with a
better school than Perkins. I
don't have to be told about
Perkins' remarkable history.
I know it in my heart, from
my reading and from my
own recent experience."
Mrs. Bush was especially
moved by Lou Ann Walker's
words in the October 1990
issue of LIFE Magazine.
"They [the Perkins Deaf-
Blind Program Staff] savor
what's different about each
person; they honor their
students' imaginations and

work tirelessly, calmly,
lovingly with each unique
child."

"About two years ago,
George and I took a Perkins
Brailler on a foreign trip,
which included a visit
to the newly freed Poland.
That Brailler is now part
of the Laski School for the
Blind outside Warsaw,
offering another equally
great kind of freedom
to students halfway around
the world. And really, I
think that's what all of you
here are seeking for deaf-
blind Americans: greater
freedom in every realm
of life; greater integration
into all aspects of our
society; and greater contact
with each other and all
of us.

//'// to liight: Congressman Major Owens and
KevinJ. Ixssard; Smalm Edward Kennedy.

"Helen Keller said, 'My
whole desire has been to
have my own door key and
go and come like people
who can see.' And she said
something else that I'd
like to end with. She said,
'My life has been happy
because I have had wonder-
ful friends and plenty of
interesting work to do. I
seldom think about my
limitations and they never
make me sad. Perhaps
there is just a touch of
yearning, at times, but it is
vague like a breeze among
the flowers. The wind
passes and the flowers are
content.'

"And that's what I wish for
all of you — wonderful
friends, plenty of interest-
ing work and not too much
breeze among the flowers.
Thank you all, God bless
you, and God bless the

United States of America."
Mrs. Bush received a standing
ovation. She gave her capti-
vated audience a sense of
accomplishment and hope
for the future of programs
and services for persons
who are deaf-blind.

Parents, teachers and con-
sumers were each an
integral part of the confer-
ence, and their active partici-
pation contributed to its
success. Cooperation and a
willingness to share informa-
tion and experiences were
a vital part of the five days.
Participants listened and
learned from each other.
The week appropriately
ended with a very successful
meeting of the National
Coalition on Deaf-Blindness.

The 650 Participants came
from all parts of the United
States, as well as Canada,
Argentina, England and
Australia. Deaf-Blindness is
an issue that has no cultural
or geographic boundaries,
and the Hilton/Perkins
National Conference On
Deaf-Blindness represented
an opportunity for people
from different backgrounds
and circumstances to
communicate openly and
directly. As the participants
were leaving Washington,
the cherry blossoms began
to bloom. Growth and new
beginnings for Deaf-Blind
Services in the 90's com-
menced and will continue
well into the future.

1991 Annual Report Summary

Report of the President of the Board of Trustees and the Director of Perkins School for the Blind

In most States, when students with special needs reach age 22, they
become recognized as "adults " who are no longer eligible for services through many special
needs programs. For the parents of handicapped and multi-handicapped young adults, age 22 brings
a very difficult transition. As a result, finding appropriate and reasonable community-based
services becomes very important.

Almost ten years ago, Perkins School for the Blind initiated the Community
Living Services Program, which focuses on teaching adults who are multi-handicapped to attain
their highest level of independence in the community. Currently, 25 adults, aged 22 to 60, are achieving
this goal in local group homes and apartments.

Dedicated and committed, the Community Living Services staff strives
to encourage activities that nurture and foster independence within the home, a client's work setting and
in community life.

There is an ever increasing need to develop additional housing and
apartment programs in local communities. Many individuals who are multi-handicapped blind and
deaf-blind and their families are concerned about finding appropriate living places, as well as
vocational and recreational opportunities. At Perkins, we feel that it's our responsibility to work closely
with consumers and their parents in initiating and creating community-based services for a multi-
handicapped population that has increasing needs each year.

With increased funding, we can make a difference. The difference is
apparent on the following pages, in the stories of four clients who have found their own kind of success
through Community Living Services. Our hope is that one day we will be able to meet the needs of
far more than 25 adults and help each of them make a difference in their lives and in their communities.

C. Packard Carlson, President
Kevin J. Lessard, Director

AT FIRST GLANCE, THE RESIDENCES LOOK LIKE ANY OTHER HOMES. AT ONE HOME, "BUD," A BLACK LAB
SPORTING A RED BANDANNA, COMES TO THE DOOR WITH HIS TAIL WAGGING. THE DINNER TABLE IS NEATLY
SET WITH TEN PLACES. IN ANOTHER HOME, AN AFGHAN IN THE CORNER OF THE COUCH IS READY FOR
A CHILLY EVENING. PLANTS SOAK UP THE LATE AFTERNOON SUN.

In still another home,
besides the couch,
chairs, coffee table and
TV in the living room, there's
an exercise bike — with 'John"
printed in black marker pen on
its frame. In all the homes, pots, pans and
dishes fill the cabinets. Bureaus are piled
with personal possessions: combs, brushes,
coins, collectibles, photographs. Some
spaces are neat and tidy; others are less
organized. Radios, stereos, televisions and
musicians compete with each other.

The residents in these homes work and
socialize. Some volunteer their services — at
a local nursing home, at the Arthritis
Foundation, at the Watertown Recycling
Center. Many like to cook, eat out, shop
and clean.

Looking more closely, these residences are
a bit different from other homes. In
kitchen cabinets, braille index cards label
canned goods. In one apartment, a strobe
light's flash announces a visitor's arrival.
A different flash indicates that the phone is
ringing. Braille books and magazines line
bookshelves. Mobility canes are often by
the front door or folded up and placed on
bureaus. The front doors have access
options - stairs or a ramp. Spacious bath-
rooms are equipped with railings and
wheelchair-accessible adaptations.

At Green Street House, the residents have
a highly structured and comprehensive pro-
gram. At the house next door, Greenwood,
residents perform many of their daily
activities alone, with staff members provid-
ing support and guidance. That same indep-
endence, and sometimes more, is apparent
in the residents at Beechwood, which is
located on the Perkins campus in the North-
east Building. And at the Arsenal Apart-
ments, a building with several "Perkins"
apartments, residents live alone. Staff mem-
bers visit on occasional weekday evenings
to offer assistance reviewing finances,
balancing checkbooks, reading mail and
acting as mentors or advisors.

All the residents
have some degree
of visual impair-
ment. Some are
multi-handicapped
some are deaf-
blind; some have
learning disabili-
ties. They range
in age from 22 to
60. Although they

differ in ability, those who understand the
concept actively seek their independence.
Because, most of all, they want to be —
independent — -just like everybody else.

SHE POINTS TO HERSELF, CROSSES HER ARMS OVER HER

CHEST, THEN FOLDING IN HER RIGHT THUMB, MOVES HER

HAND WITH FINGERS EXTENDED BACK AND FORTH FROM

HER CHIN: "I LOVE TO TALK," JAIMI SAYS.

Deaf-blind from birth, she communicates
with the graceful motion of sign language
or through her touch on the computer's
keyboard. Her voice, however, rings clearly
through the silence.

"I want to help people learn about the deaf-
blind community," she signs with intensity
as the interpreter conveys her message
orally. She pauses and her smile broadens:
"I want to help the deaf-blind community
learn about the rest of the world."

At age 5, Jaimi came to Perkins where she
lived until graduating in June 1986. Now
she's 27. Shoulder-length brown hair
frames her soft features, her wide brown
eyes shining just below her bangs. For
the past five years, she's lived with a room-
mate in a Watertown apartment as part
of Perkins' Community Living Services
Program. She works as a courier at Brigham
and Women's Hospital. She's been dating
a man steadily for more than two years.
She's active in Boston's Deaf-Blind Contact
Center. She loves to go to restaurants, and
cook and entertain at home. Her social
life brims with events, parties and meetings.

Work in die hospital's Transportation

Department is different today, because

Jaimi has an interpreter

with her as she makes

her rounds through

the hospital's endless

labyrinth. People can

speak to Jaimi through the interpreter;
Jaimi "hears" with the hand she places on
the interpreter's hand, and the interpreter
gives voice tojaimi's responses. Jaimi is
quick to make introductions to all the
hospital staff members on her route. She
makes rounds of the hospital's floors,
picking up patient's samples and mail that
she brings by cart to laboratories on the
lower level.

DEAF

When she's not at work, Jaimi stays involved
with a variety of activities. Her friends are
many. During the course of an hour, she
frequently checks the ringing phone. When
a strobe light flashes to alert her to an
incoming call, she checks whether the call
is coming through her computer or
through the TDD (telecommunications
device for the deaf) . Messages appear in
3-inch tall letters that Jaimi reads at close
range.

Four evenings a week, a Perkins staff
member visits Jaimi to help her balance her
checkbook or discuss day-to-day issues.

(CONTINUED ON PAGE 17)

AFTER HE HAD BEEN AT HIS HOME ON

GREEN STREET FOR A YEAR AND A HALF,

PAUL SHOCKED STAFF MEMBERS VISITING

FROM HIS FORMER RESIDENCE: HE

CAME HOME FROM WORK AND HUNG

UP HIS COAT.

"The people from his old school were
amazed," says Jeff Migliozzi, a residence
supervisor. Paul, 41 , had lived at another
school since age 2 before entering Perkins'
Community Living Services Program.
That may have been his first big triumph
but, Jeff says, "Now he's gone way beyond
hanging up his own coat — he's part of
the community."

Since moving to Green Street in the fall of
1984, Paul has shown steady progress.
He lives with seven other clients, who are
supported by a Perkins staff of professionals,
including the residence staff, clinicians,
a speech therapist and a psychologist. All of
the Green Street clients go to some form
of work daily. Paul participates at the
Greater Waltham Association for Retarded
Citizens' day education program, where
he's developing his motor skills. He also
takes part in activities such as cooking, trips
and exercise classes.

Later this year, Paul
may move to a
workshop that will
provide more direct
vocational training,
says Mary Faith
Sutton, the Green
Street House's

residence manager and,
previously, Paul's client
advocate.

When Paul first arrived
at Green Street, he had a
behavior problem. Over time, he came
to trust the staff and understand his day-to-
day routine. "He has lots more ability to
control his behavior," Mary Faith says. His
ability to tolerate frustration has improved,
and he tries to express himself. "He's grown
and we've grown in our ability to under-
stand what he's trying to say," she adds.

Paul has become more comfortable with
changes; for example, in his routine or in
staffing. When Felista Gallagher first began
working with him a year and a half ago,
however, he had not yet found this comfort.
She told Paul that, when his behavior was
a problem, he would need to sit and collect
himself beneath a big, old maple tree in the
back yard — beneath what came to be known
as the "Peaceful Tree." So he'd sit and let
calmness overtake him.

Eventually, he needed to spend less and
less time in the tree's shade to calm himself.
Ironically, an arborist determined that
the "Peaceful Tree" was diseased and had
to be removed. Felista decided to have
a ceremony with Paul for the tree — to say
goodbye — to ease Paul through the loss.

"Sometimes in pure happiness, he'll just
spontaneously giggle and laugh," Mary
Faith says. "He's infectious when he's in a
good mood. He responds to caring and
to people being there, and staff find fulfill-
ment when they work with him."

**;l'£»ie?8=fcsi«33S

********

THE LAST TIME SKIP, 14, CAME UNESCORTED TO THK JOHN

HANCOCK TOWER IN BOSTON, HE SAYS, "IT TOOK ME FOUR

HOURS AND I WALKED FOUR MILES OOING THE WRONG WAY."

THAT WAS ABOUT 10 YEARS AGO.

Not today, though. He's standing in the
lobby, holding his mobility cane and
checking his watch. "I didn't get lost this
time," he announces with evident pride, and
outlines his journey. From his workshop
at South Station, he took the subway to
Somerville where he dropped off a co-
worker's paycheck. From there, as he says,
he "moseyed on back" into Boston to the
Hancock Tower.

Eight years ago he came into the Perkins
Community Living Services Program and,
for the past seven years, has lived in the
Greenwood residence in Watertown with
five other male clients. He's developed a lot
of self-confidence since he started at Perkins
and, as a result, has gained more and more
independence.

"I go to a doctor in Maiden by myself," Skip
says quite confidently. "And I get my rent
money and phone bill money at the bank. I
get a haircut and take the T [subway] by
myself. I go to work by myself, too."

For the past four years, Skip has worked
A at Community Workshops, a sheltered
workshop near South Station. As part
of his job, he takes magazine pages
that have been cut into strips and rolls
them up into beads, which are lacquered

or varnished and made into jewelry.
After work, he comes home and, depend-
ing on the night, may cook part of the
dinner meal for the house — his favorite is

lasagna. Dinner is the one time that all the
clients gather together, says Vinnie Gookin,
the Greenwood residence manager. "This is
our home. We relax and have fun."

"We talk about sports a lot. There are
good players now, but they are nothing like
the old ones," Skip says wistfully. "Carl
Yastrzemski was my favorite."

On Wednesday nights the house has a group
meeting. Topics range from recycling and
locating community resources to planning
dinner menus, outings and small group
activities. The meeting also deals with issues
that arise when six adult men live together:
from shutting off lights upon leaving a
room to policies surrounding company for
dinner and overnight guests.

On other nights, Skip does chores. "I'm
pretty neat," he says, admitting his high
cleanliness standards. And his housemates'

(CONTINUED ON PAGE 17)

VOLUNTEERING AS A "FRIENDLY VISITOR" AT
A NURSING HOME IS A SATISFYING, GENER-
OUS WAY TO SPEND FREE TIME, AND IT'S NOT
PARTICULARLY UNUSUAL— UNLESS YOU'RE
DEAF-BLIND AS TRACEY IS.

Tracey, 24, visits each Saturday with Laura,
75. They discuss the weather and Laura's
children, a daughter and two sons. She also
visits with Sidney, 88.

But she doesn't think it's unusual. "I love
being with people," Tracey says with
conviction in her voice, "and a lot of elderly
people are lonesome." It's a perfect match.

"I'm oral," she says. "I like to use my voice. I
know sign [language], but I love to use my
voice." She began her speech training when
she first came to Perkins Deaf-Blind
Program at age 4.

Tracey graduated from Perkins three years
ago and came to the school's Community
Living Services Program at the Beechwood
residence. Although this residence is in the
Northeast Building on the Perkins campus,
the four residents live in their second floor
apartment, separate from campus life. The
apartment has a living room, two bed-
rooms, an eat-in kitchen, two bathrooms
and a staff office.

For the past two years, she's worked full
time at the National Braille
Press in Boston. She collates
braille materials. -Previously
she worked at a nursing home
where she made beds, put away
laundry and assisted patients. —
getting them beverages and chatting

i^LJH*-

with them. While working at the nursing
home was satisfying, she finds work at
the Braille Press rewarding in another way.

"I love to read," she says simply.

Tracey's bookcase is piled high with braille
magazines such as Reader's Digest, Ladies'
Home Journal and Health. On shelves
below stand 22 crimson volumes of the
braille Thorndike-Barnhart Junior Dictio-
nary, each one 4 inches thick.

Thursday and Friday nights are her free
nights so, after work, she sometimes goes to
the library, she says, 'Just to look around.

(CONTINUED ON PAGE 17)

Officers of the Corporation

President

C. Richard Carlson

Vice Presidents

Mrs. Mason Fernald

Dudley H. Willis

Secretary
William A. Lowell

Treasurer

H. Gilman Nichols

Assistant Treasurer
Charles C.J. Piatt

Board of Trustees

C. Richard Carlson*
Frederic M. Clifford*
Mrs. Linda DiBenedetto*
WilliamJ. Edwards
Mrs. Mason Fernald
Albert Gayzagian*
Paul S. Goodof
Loretta Warner Holway
Dr. Frederick H. Lovejoy
Andrea Lamp Peabody
Nicholas U. Sommerfeld
Dudley H. Willis

Honorary Trustees

Roland M. Achin
John W. Bryant
David Cheever
Gardner Cushman
John Lowell
Ralph B. Williams

*Appointed by the Governor
of the Commonwealth

Summary of Program and Student
Registration as of December 1991

On-Campus Program Participation

Preschool Services 7

Lower School Program 39

Secondary Services 61

Life Skills Program 15

Deaf-Blind Program 55

Adult Services 13

Off-Campus Program Participation

Community Living Services 23

Infant/Toddler Program 121

Outreach Services 109

Preschool Outreach Services 43

Project with Industry Program 130

Perkins Activities Club 45

Additional Service Participation

Diagnostic Evaluation Services 100

Low Vision Services 260

New England Regional

Center for Deaf-Blind 252

Outreach Services for Professionals 100

Parent and Family Services 800

Educational Leadership Program 8

Howe Press 8,100*

Perkins Braille and Talking

Book Library 14,930 *'

Volunteer Services 150

Annual Report Financial Summary for the
Year Ending August 31, 1991

Resources

Tuition 1 1,722,096

Funds Functioning as Endowment 4,457,875

Investment Income

and Outside Trusts 3,317,507

Other Revenues 4,999,568

Grants 3,219,463

Other Gifts and Resources 722,824

Total $28,439,333

Expenses

Education 13,523,342

Depreciation 3,159,154

Employee Benefits 2,724,330

Buildings and Grounds 2,611,165

Administration 2,098,349

Transfers for Plant 1,027,324

Special Departments 1,221,412

Household and Food Services 720,438

Interest 1,353,819

Total $28,439,333

*Consumers **Patrons

(JAIMI LARD CONTINUED FROM PAGE 12)

Lynne Arcidino coordinates these home
visits for Community Living Services. "She's
grown so much and become so much more
independent," Lynne says. When Jaimi first
moved off campus, her home visits would
last an hour or two — now they last 15 to 30
minutes, depending on Jaimi's needs.

Lynne says Jaimi's greatest strength is her
ability to network: "She's built a huge
network of people for support — people she
exercises or grocery shops with; people
who read the newspaper with her. And she's
been so motivated to learn."

Jaimi says that during her years at Perkins,
her favorite classes were in vocational
training and independent living skills. "In
the cottages, we were always training
for the future, for living in real-life apart-
ments," she says. The training has paid off.

(BERNARD "SKIP" WEISENBURGER CONTINUED
FROM PAGE 14)

standards? "By my book, the guys are neat,"
he says with a twinkle, "well, pretty neat, I
mean."

When his chores are finished, Skip may
watch television — cowboys, police, movies
or news. His other recreation includes
listening to the radio, candlepin bowling,
swimming, going out to dinner and meet-
ing friends.

Skip's sister and his mother are — sort
of — the reason behind why Bernard
Weisenberger came to be known as "Skip."

"My sister was 4 at the time," he says. "She
sat on Santa's lap and asked for a baby
brother for Christmas." Santa, and Mom,
fulfilled her wish a little before the holi-
day— on December 17, when Skip was born
two months early.

"I skipped two months, so they called me
Skip," he laughs.

Bernard may have become "Skip" because
of his premature birth, but the nickname
is just as effective in describing how he
responds to difficulties and challenges.
Whether overcoming his premature birth
or overcoming his fear and making his
way to the Hancock building alone, Skip
says: "You might get down when something
goes wrong, but you gotta bounce right
up and keep going."

(TRACEY REYNOLDS CONTINUED FROM PAGE 15)

"I like being near the Perkins library,"
Tracey says. "I know it well. The building
is very, very beautiful."

Her favorite lessons at Perkins were in
independent living skills because she says,
"I like to be self-reliant — I like cooking
by myself."

She also enjoys mobility training because
it gives her greater independence, but she
finds it to be quite a challenge. "It's hard
to learn something new," she says. "I will be
learning to go to the Greyhound Bus
Terminal in Boston soon. I'm excited."

Someday — soon, maybe — she will be
moving. "I want to try apartment living," she
says, "so in the future I will move to the
Arsenal Apartments," as part of the Perkins
Community Living Services Program.

"I will probably have a roommate," she says.
"I'm excited and a little bit scared — scared
about not knowing where to go or what to
do.

"But I will get used to it," she says. I have
been at Perkins for a long time. I have
learned a lot; I am ready to be on my own.
And I know that if I need help, the staff will
teach me."

Perkins students at work in their garden, circa 1 950.

Springtime in New
England can untold so
slowly. The rirst spring
day can lag behind
the rirst day or spring
by a month or more.
Adventurous crocuses
often wear bonnets
or snow and ice, while
anxrous gardeners
wait ror what seems
like eternity ror the
sun to awake rrom rts
winter doldrums
and warm their plots'
or dark, rich earth.

^s the robins
return, our Watertown
campus blooms along with
backyards, forest glens and
farmers' fields all over New
England. Since Perkins
moved from its South
Boston campus to the old
Stickney Estate along the
Charles River in Watertown
in 1912, gardening has
played an important role in
the school's curriculum.
Back in the old days,
students cultivated the
school's large orchards and
gardens, and the fruits and
vegetables of their labors
were enjoyed in cottage
dining rooms. Today,
although the orchards and
large gardens have been
replaced by modern
buildings, horticulture
plays just as prominent a
role in the lives of our
students and clients.

Senior Christine Daniels
has been actively involved
in the horticulture therapy

program since 1987. Before
that she had worked with
her mother in their flower
garden at home. When
asked about horticulture, '
Christine responds enthusi-
astically. "I love flowers! All
the different colors are
amazing. And vegetables —
growing my own food is
really neat. " She also talks
about taking care of plants.
"I do potting, cutting,
watering and feeding. I
really like getting outdoors
and looking at nature and
really getting into what
I do."

According to her teacher,
Debbie Krause, horticulture
is more than learning to
grow plants. "Christine and
her classmates are working
with living things that
they can care for," Debbie
says. "This gives them the
opportunity to care for
instead of being cared for.
And plants are non-threat-
ening. Although they
require care, plants are less
demanding than pets."

Christine was first exposed
to horticulture in the
Thomas Anthony Pappas
Greenhouse. Located in the
Howe Building on the
Perkins campus, this

Daniel Peterson, student, Deaf-Blind Program

Don't hurry, don't worry.

You're only here tor a short visit.
So he sure to stop
and smell the flowers.
Walter C. Hagen

Christine Daniels, student,
Secondary Services Program.

permanent greenhouse and
teaching center was made
possible by a grant from the
Thomas Anthony Pappas
Charitable Foundation, Inc.
According to Christine,
"The whole atmosphere of
the greenhouse makes me
feel like I'm in another
place. Everything looks and
smells and feels so real and
so pretty." Another Second-
ary Services Program
student, Glenna Hamid,
also enjoys the greenhouse.
When she first comes in,
Debbie has her walk around
and observe as a way to let
nature soothe her and quiet
her. Glenna walks and looks
and smells. She breathes
deeply of the warm scented
air and bends to look
closely at the new blossoms.
"It's relaxing to be in a
garden," Glenna says. "This
is so relaxing."

Before starting her first off
campus job placement at
Mahoney's Garden Center
in Winchester, Christine
spent a year doing pre-
vocational training in the
Pappas Greenhouse. She
has also worked at the
Audubon Society's Drumlin
Farms in Lincoln where, in
addition to her horticul-
tural duties, she fed and

groomed the farm animals.
At Polaroid in Waltham she
was responsible for water-
ing and cleaning plants in
a large office building. And
this year? 'This year I
started an all-day work
experience at Wilson
Farms in Lexington,"
Christine says proudly. "I
like the work at Wilson
Farms, especially before
holidays when things get
really busy. Before
Valentine's Day I spent my
time bunching carnations.
I love all the colors and I
really like the general
atmosphere of being
outdoors."

Other Perkins students and
clients find horticulture
just as valuable as Christine
does. Luis Aguillar is a 20
year old, visually impaired,
Secondary Services student
who uses a wheelchair to
maneuver around the
Pappas Greenhouse's
extra-wide aisles. A potting
station made from two
cafeteria trays has been
adapted for his use. He

uses an ice cream scoop to
fill pots and is very enthusias-
tic when his plants bloom.
Luis often takes his plants
and flowers home as gifts for
his grandmother. His
classmates use other adaptive
devices such as pots mounted
with suction cups, tools with
enlarged handles and raised
beds for students who can't
bend over.

Luis and all the students and
clients at Perkins enjoy the
various fragrances and
textures of the plants they
grow. They feel a sense of
self-reliance and accomplish-
ment while enjoying the
exercise and sunshine loved
by all gardeners. From Life
Skills to Adult Services, and
from Lower School to Deaf-
Blind, students and clients
grow confidence and pride,
as well as flowers and veg-
etables. Since 1981 students
from the Deaf-Blind Program
have participated in a
vocational training program
at the Mount Auburn
Cemetery Greenhouse.
Students have assisted with
holiday decorating and are
solely responsible for filling
all of the 15,000 peat pots
needed for spring planting.
They pot English Ivy cuttings,
pot bulbs for forcing at

Easter, take care of seed-
lings and help change the
Cemetery's formal beds.
Mt. Auburn Greenhouse
staff have learned sign
language and look forward
to the students coming to
work. Deaf-Blind Program
horticulture teacher Christa
Gicklhorn also works with

Greg Cuelenaere, client, Adult Services Program.

students in their on-campus
vegetable and flower beds,
and her students are
responsible for the beautiful
flower pots found all over
campus.

Daniel Unangst, student, Life Skills Program.

I will be the gladdest thin£ under the suii!

Perkins has been very
involved in the annual
exhibit of the New England
Chapter of the American
Horticulture Therapy
Association at the New
England Spring Flower
Show. The Chapter has won
numerous awards for its
wonderful displays and its
creative approach to
horticulture.

In addition to being success-
ful and enjoyable for
students and clients at
Perkins, horticulture
therapy is used in hospitals,
nursing homes, prisons and
alcohol and drug treatment
centers. Many people who
are exposed to its helpful
and healing gifts eventually
get jobs that are in some
way connected to working
with plants.

When Christine, who will
graduate in June, is asked if
she thinks horticulture will
be part of her future she
says, "I'm not sure, but if I

can I would like to stay
involved with plants and
horticulture in some way."

As spring becomes summer
and backyard farmers all over
New England begin to smell,
feel and see the results of
their spring planting, its easy
to understand why Christine
and her classmates are so
exited about horticulture.
Being intimately involved
with nurturing life from
sprouting seeds, through
growth and flowering, to
eventual death is a way for
them to understand their
own lives and to nurture
themselves as they care for
other living things. Perhaps
this is why, in so many ways,
horticulture is for everyone.

I will touch a hundred flowers and not pick one.
Edna St. Vincent Milky

rrom Arternoon on a Hill (191i)

The Big Front Porch

A nationwide art competi-
tion to commemorate the
200th anniversary of the
setting of the White House
cornerstone was recently
held by Very Special Arts.
One student artist from
each of the fifty states was
chosen to have their work
exhibited at 1600 Pennsyl-
vania Avenue.

Perkins is proud to
announce that Lower
School student Marybeth
Gilchrest was the winner
from Massachusetts. Her
work, entitled "The Big
Front Porch," will go on
display October 11th, and
she has been invited to
Washington for the
exhibition opening.

Of her honor, Marybeth
says, "I am very excited
because I won a trip to
Washington, D.C.! My art
project was a quilt square
about two feet wide. For
colors I used mainly white
and blue and brown and
green and black. We
sewed it on the sewing
machine. I put stuffing in
to raise the columns of
the White House so you
can feel them."

Congratulations
Marybeth!!!

Perkins Pride

It is always exciting when
one of our students
receives an award. Marco
Caraballo, a student in
the Deaf-Blind Program,
was recently recognized as
Employee of the Month at
St. Elizabeth's Hospital,
where he works through
our vocational training
program. Marco received
a V.I. P. parking place for
the entire month, but
since he does not drive,
he was given a cash award
instead. To receive this
prestigious honor, an
employee must be
nominated by three of his
co-workers. The Employee
of the Month is someone
who displays significant
accomplishments in four
areas: productivity
improvement, patient
relations, cooperation
and job quality. Accord-
ing to Marco's co-workers,
"His contribution to
quality patient care is an
important one."
Keep up the good
work Marco!

and
abroad

Row Row Row Your Boat

Several of our students
from Secondary Services
and the Deaf-Blind
Program had the opportu-
nity to row their boats
down the Charles River.
During a half-hour lesson
each week, students
learned techniques from
the Charles River commu-
nity rowing center instruc-
tors. Once they mastered
the art of synchronizing
their strokes, students
were given the chance to
try the real thing in a two-
man row cat. Perkins
students took the front
seats with instructors in
the stern. It must be a
great feeling to be gliding
over the water toward the
Boston skyline.

Braille Literacy Day

This year, Perkins played
a large role in Braille
Literacy Day which took
place on January 10th. Of
the six awards for braille
literacy, four were re-
ceived by people associ-
ated with Perkins. Cydnie
Breazeale-Davis is a
student at the school; Don

Breda is a Training and
Technical Specialist for
Perkins Project with
Industry; Kenneth
Reynolds is a client in our
Community Living Ser-
vices Program; and Thora
Dumont works in our
Satellite Outreach Office
in Northfield, Massachu-
setts. Senate President
William Bulger made
remarks encouraging the
continued pursuit of
braille literacy. Margaret
Rey, author of Curious
George, a popular
children's book which is
published in braille, also
addressed the crowd.
Exhibits depicting the
evolution of braille were
displayed around the
perimeter of the Great
Hall of the Statehouse.

State Senate
President
William Bulger
fnesentsa
Braille Literacy
Award to Cydnie
Breazeale-Davis
as teacher Roi
Lannquist looks on.

Look Out Mickey Mouse

Disney World was the
destination of the 1992
Senior Class. Where else
could they ride a roller
coaster inside a mountain,
see an electrical parade
or visit the Magic King-
dom? Thirteen students,
three from the Deaf-Blind
Program and ten from
Secondary Services,
worked hard all year to
raise money for their trip.
They sold carnations on
Valentine's Day, held a
folk music coffee house
concert and organized a
spring dance. To prepare
for their trip, all of the
travellers clearly marked
their luggage with large
x's made from red tape
to facilitate matters in
baggage claim. Their
return from the Wonder-
ful World of Disney
brought smiling, sun
washed faces into the
Perkins hallways.

Skiing Is
Believing!

While some
dread the
winter snow,
there are
eleven Perkins
students who
can't get enough
of it. That's
probably because
this is a group of
downhill skiers who
travelled to the
Nashoba Ski Area for
six consecutive Thursday
nights this winter. Al-
though only four of the
students had skiing experi-
ence, all of the participants
were able to go up the
mountain using the rope
tow — some even tried the
chairlift. Some skiers held
on to bamboo poles to
help keep their balance.
Others were fitted with an
adaptive apparatus that
locked the tips of their two
skis together using guide
wires held by the instruc-
tors. The students took
great pride in all of their
accomplishments - over-
coming initial fears,
learning new skills and
interacting with the
Nashoba staff. Their

patience, courage and
ability to follow directions
were impressive. The
skiers learned a great
deal, had lots of laughs,
and, of course, drank lots
of hot chocolate!

Perkins May Be Closer to Home Than
You Think

To complement services offered on our
40 acre Watertown campus, Perkins
opened a regional office in Western
Massachusetts in 1990 and just recently
opened another office on Cape Cod. As
we have expanded geographically, the
services we offer have become more
diverse as well. We now serve adults and
elders, as well as infants and school-aged
children. Perhaps Perkins can now
provide services that would be beneficial
to you, a family member or someone you
know.

• Something Old •

Since 1983, Perkins Outreach Services has
been providing an array of services for
students who are visually impaired and
mainstreamed in public schools. Out-
reach Services (featured in the Spring
1991 issue of The Lantern) continues to
offer both on and off campus weekend

programs and a three-week summer
program which provide adolescents
and younger children with the opportu-
nity to come together with their peers. It
is especially important for these students
to meet friends who share similar experi-
ences of vision loss and who understand
the accomplishments and frustrations of
being mainstreamed. Students participate
in seminars and receive instruction in
independent living skills. They improve
academic and computer skills, receive
career counseling and participate in a
variety of outdoor activities, while gaining
insights about themselves and others.

Parents and teachers also continue to
receive support from Outreach Services
through newsletters, workshops and
support groups. The Outreach Satellite
Program in Western Massachusetts
continues to provide direct and consulta-
tive vision services to infants and pre-
school and school-aged children in that
part of the state.

•Something New

Perkins is proud to announce the
development of three new Outreach
Programs!

Perkins Outreach Services to Elders

This program offers home rehabilitation
services to legally blind elders. Rehabilita-
tion specialists are available to teach
adaptive techniques in a variety of areas
including cooking, money identification
and checkbook maintenance, as well as
organizing and labeling medications,
canned goods and household products.
Sighted guide and the use of talking book
machines, watches and clocks are also
taught. Many other services are available
according to clients' individual needs.
(A significant portion of the funding for the
Perkins Outreach Services to Elders has
been provided by the Ida B. Littlefield Trust
of Providence, Rhode Island.)

Perkins Low Vision Service

Since 1984, Perkins Low Vision Service
has been working on campus with our
students and clients and with other
students from around New England. We
are now also offering a program to assist
individuals of all ages to maximize their
visual capabilities. We will continue to
specialize in providing low vision services
to individuals with multiple disabilities,
communication impairments, behavioral
needs and hearing impairments. We
will also now be available to anyone who
requires evaluation, assessment or follow-
up vision services. Clinical vision exam-
inations are provided by the professional
staff of the New England College of
Optometry.

Outreach Satellite Program for Cape Cod

Located in Hyannis, this new office
provides programs and services similar to
those offered in Western Massachusetts.
Direct and consultative education services
are provided to infants and toddlers, as
well as to preschool and school-aged
children who are visually impaired and
mainstreamed in public schools. Parent
and teacher support groups are being
organized, and consultation services will
be provided directly to schools. In
addition, Perkins Outreach Services to
Elders will be available on the Cape and
the Islands. (A portion of the funding for
the Perkins Outreach Satellite Program for
Cape Cod has been provided through a bequest
from the estate of Alice M. O'Neill and
George T. O'Neill.)

If you know someone who might benefit from
any of the programs offered by Perkins Out-
reach Services, or if you would like to receive
more detailed information about a specific
program or service, please call Mary Beth
Caruso at (61 7) 924-3434, extension 7434.

Topics include:

Team planning

Social development

Language and
cognition

Augmentative
communication

Motor development

Orientation and
mobility

Functional academics

Vocational training

Daily living skills

Independent living
skills

Sensory integration

Developmental
music with cassette

Leisure time activities

Functional vision

Adaptive technology

Professional
resources and
organizations

Perkins Activity
and Resource Guide

erkins School for the Blind is happy to announce
the availability of its newest publication: Perkins
Activity and Resource Guide — A Handbook for Teachers and
Parents of Students with Visual and Multiple Disabilities.

This is a comprehensive, two volume guide, with over
1,000 pages of activities, resources, and instructional
strategies!

The

Vest'*'

lbuiar

jstert*

ORDER FORM

Please send -

— copies at $65 per set (US shipping included)
Overseas shipping add $15 and allow 10 to 12 weeks for delivery

City/Stale/Zip

Massachusetts residents add 5% sates lax

Made possible by the Conrad IV. Hilton Foundation
of Reno. Nevada and Perkins School for the Blind

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Bequests in Fiscal Year 1991

Margaret Dorothy

Anderson
Alminda Bliss
Anna Blix
Katie Blix
Mary R. Bowen
Phyllis A. Buchanan
Mary M. Cunningham
Lena Rose Dolloff
Ethel Elliott
Henrietta B. Gould
Frances E. Heath
Julian Keith Henney
William C. Hession
Laura F. Jubinville
Germaine Laurent

Laura Louise Lamlein
Mary F. McGoldrick
Margaret L. Miller
Mabelle Fellows Murphy
Mabel F. Papademos
Kitty Parsons
M. Pearl Patterson
Lester M. Phillips
Eva C. Quitt
Pauline Spiegel
Maria Talano
Catherine B. Turbet
Lois H. Vatcher
Henrietta Mclvor Winant
George R. Wright
Mary Zarella

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from our
programs and services. The gifts and bequests of Perkins' friends make it possible
for the school to sustain the excellent quality of services that has been the Perkins
hallmark for more than one hundred and sixty years.

While a few foundation and government grants enable Perkins to initiate new
programs, the consistent support of donors makes it possible for us to continue our
academic, residential, and home-based programs for the many students and
clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the following
form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation
duly organized and existing under the laws of the Commonwealth of Massachusetts,

the sum of. dollars ($ ), the same

to be applied to the general uses and purposes of said corporation under the direction
of its Board of Trustees; and I do hereby direct that the receipt of the Treasurer
for the time being of said corporation shall be sufficient discharge to my executors
for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

In Gratitude

Perkins School for the
Blind gratefully
acknowledges recent
donations in memory of:

Mildred L. Bailey
Joan Balestrier
Mary Berry
Lee Billiel
Otis Blanchard
Charles E. Boyle
Richard Brindle
Lucille Caputo
Evelyn Clancy
Howard Considine
Margaret Creagh
Charles E. Dennison
Eleanor Dumas
Jesse Eakins
William F. Gallagher
Aphroditi Galanis
Lawrence Gentilucci
Angelo Giordano
Louise Gustin
James E. Halpin
James P. Hickey
William J. Kasper
Alice Kimball
Regina Knighdy
Malcolm Krauss
Leo Le Blanc
Eugene J. Lessard,Jr.
James Saxton Litde
Barbara Marks
Janice Moreland
Jenny Nemshin
James Nicolo
M.L. Nickerson
Ernest Pennell
Mimika Pilavious
Helen Pohl
Lillian Pomeroy
John Powers, Sr.
Frances Reardon
Hans Schaefer
David Scott
Philip Shea
Sophie Solon
Julia R. Waite
Doris Williams
Charles Wilson
Anastasia Yakes

Perkins School for the Blind

Perkins School for the Blind was incorporated
March 2, 1829. The school is an accredited
member of the New England Association
of Schools and Colleges, the National Accredi-
tation Council for Agencies Serving the Blind
and Visually Handicapped, and the National
Association of Independent Schools. It is
licensed by the Massachusetts Departments
of Education and Mental Retardation and by
the Commonwealth's Office for Children.

The Perkins School for the Blind admits
students of any race, color, creed, national
and ethnic origin to all the rights, privileges,
programs, and activities generally accorded
or made available to students at the school. It
does not discriminate on the basis of race,
color, creed, national or ethnic origin in the
adminstration of its educational policies,
scholarship and loan programs, and athletic
and other school administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editors: William Brower and
Jennifer Brewster

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID •

Permit No. 56547

Boston, MA

Address Correction Requested

The Lantern

FALL

19 9 2

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

COMPREHENSIVE

LEARNING IN PROGRESS

ver the course of the past
decade, all of us have been very encouraged and very pleased with the
development and expansion of parent advocacy efforts in our country. Both
individual parent initiatives and the refinement and growth of National Parent
Organizations have dramatically and positively changed special education
services in the United States.

All of us at Perkins recognize and respect the rights of parents to be full
participants in the educational decision-making process. We encourage parents
to be the strongest and most informed advocates for their children. We also

encourage them to become members of National
and State Parent Organizations, where they can
discuss more global issues such as legislation,
funding needs, and the development of effective
parent support systems.

The Life Skills Program at Perkins began over
eight years ago, when a number of parents asked us to design a year-round
program that would best meet the educational and clinical needs of their
children. Since its inception, the Life Skills Program has been one example of
how parents can be actively involved in their son or daughter's education
program.

The Life Skills Program, highlighted in this issue of The Lantern, offers a
comprehensive and quality program to students who are severely handicapped.

Our staff of certified teachers and clinicians offers a consistent, interdiscipli-
nary team-approach to learning. Houseparents and program aides are also an
integral part of the program, and a number of support service staff help create
a home-like educational and residential environment that insures progress and
skill development for each student.

Staff in the Life Skills Program approach their work
each day with a strong sense of rspect for the students they
work with. They also approach their work with a sense of
dignity for each student's individual goals and aspirations.
We are proud of all of our staff. We pay tribute to them
for their support and commitment to our students, their
parents, and family members.

Kevin J. Lessard, Director

LEARNING
ABOUT LIFE

Get to know a program
where students are
encouraged each day
by dedicated staff to
reach their fullest
potential. Daily living
skills training, and
creative communica-
tion skills are a
meaningful part of
this comprehensive
program. Join two
of those students
throughout a busy day
filled with learning
and challenges.

PERKINS IN
THAILAND

Inspirational and
productive, an inter-
national conference on
blindness and early
childhood took place
in colorful Bangkok,
Thailand this summer.
Perkins participation
will have long-lasting
effects. The Princess
of Thailand was there
to give her support to
the field of blindness.

GIVE UP

This year's Graduation
Speaker was easy
for 1992 seniors to
relate to since he
was a member of the
graduating class
himself. As he spoke
of his own experiences
at Perkins, his words
gave graduates
determination to
excel in the future.

REFLECTIONS

Find out what's going
on around campus...
Who makes our flower
barrels look so nice?..
What has happened
over the summer?..
Where are the new
people on campus?..
When are the
upcoming events?..
How can photos of
Perkins students be
seen from coast
to coast?

The Lantern

Volume LXII, Number 1
Fall 1992

Contents

Our aim is to help
each student reach their
maximum potential.

life Skills is a Perkins program,
but it's also a process. Think of the
skills that support a person's life:
from the more subtle social and
communication skills to basic and
fundamental skills like shopping,
making a bed, setting the table and
dressing. These are the skills of the
Life Skills Program, skills that are
taught to multi-handicapped
students, ages 12 to 22, who may be
blind or deaf-blind, and who also
have cognitive, motor, sensory or
developmental difficulties.

Through skills acquisition, social
interaction, prevocational training,
communications development and
field trips, the 9-year-old Life Skills
Program seeks to help each student
achieve his or her own level of
independence.

"Our aim is to help each student
reach their maximum potential," says
Sanford Hyson, Supervisor of the Life
Skills Program. "Some make great
strides. For others, the great steps are
very small."

All but one of the 1 7 students in
the Program live on campus in
Potter or Anagnos cottage. Parents
are instrumental in their child's
placement. Students in the
Program have been referred to
Perkins by local school systems or
state education agencies seeking a
highly structured program.

Each student has an individual
education plan (IEP) that is devel-
oped by the educational, clinical
and residential staff as well as parents,
local school representatives and
funding agencies. This team meets
regularly to assess each student's
progress and reassess the direction
of the IEP.

"We balance developmental,
functional and behavioral
approaches," Hyson says. "There
is no sharp distinction between a
student's day and evening program —
we are teaching basic skills all the
time — it's very integrated."

"The program meets the needs of
each student," says Pat McDaid,

Derek Bjorkman enjoys playing
the piano in Potter Cottage.

teacher. "Although the handicaps
may be the same, each student is
different. Our approach is
comprehensive — emotional,
educational and physical."

"We have the time, staffing and
the resources to focus on each
student," she says. Most of the time
the focus is on one student to one
teacher or two-to-one. Teaching takes
place in a classroom, in the work-
shop, in the pool or gymnasium, in

the community and in the residential
cottage setting.

Skills that are emphasized in a
student's individual education
program include:

♦ increased independence in
self- care and self-help skills

♦ communication and language
development training

♦ prevocational opportunities for
improving cognitive and fine-
motor skills

♦ practical training in functional
living skills

♦ expansion of recreational and
leisure skills

♦ an active and varied community
experience program

The community experience
program is gradually introduced to a
new student. At first, for example, a
trip to the grocery store may mean a
two-item purchase using express
checkout. In time, however, the trips
are longer and more detailed.

Recreational and leisure skills
training easily overlaps with com-
munity experiences, especially on this
humid summer day when many Life
Skills students are headed by van to
Singing Beach in Manchester. Other
excursions into the community have
been to the Omni Theater at the
Boston Museum of Science, Boston
Harbor for a cruise, Drumlin Farm
in Lincoln, Franklin Park Zoo in
Boston, the Arnold Arboretum in
Jamaica Plain, and to a movie theater
to see "Beauty and the Beast."

Functional living skills are easily

taken for granted as a person moves
through the day, but they are a vital
part of daily living — for example,
mobility, making choices about what
to wear or eat, setting the table,
making a bed are all very important
skills to learn. It's a choice between
popcorn or graham crackers for a
snack, or knowing how to pour water
from the pitcher when you are thirsty.
For mobility, functional living skills
means learning how to get to the
classroom by trailing — using a hand
to track the shoulder-high tiles on
the wall that eventually lead to the
room. After trailing is perfected, it
means training with a cane and
traveling to new and unfamiliar
places. For a blind student who travels
by wheelchair, it means having a lot
of trust, and learning to follow a voice
that leads. It also means transferring

Not being able to talk

is not the same as
having nothing to say.

from the wheelchair to bed at the
end of the day's journey.

Prevocational training prepares
students for opportunities in the
community later on. The goal of
prevocational training is to increase
the amount of time a student works
at a task, while simultaneously
decreasing the level of supervision.
Some students perform jobs like
collecting soda cans and crushing
them for recycling. Other activities,
though more abstract, also help to
improve students' cognitive and
fine-motor skills.

Siuimming is always
a favorite activity
of student Ashish
Patel, who is
assisted here by
program aide
Jacques Armand.

Communication and
language development
skills are woven
throughout the day
and evening program.
During prevocational
training, it means learn-
ing concepts like "in,"
on, left, right and one, two,
"three..." and "finished." In
functional living skills, it means
conveying the need to use a rest-
room, a desire for coffee, juice

An important part of

our philosophy is a

success-oriented, positive

approach.

or the need for "more." During
recreation, it means understanding
how to Follow the Leader. For com-
munity experiences, communication
may mean expressing a desire to go
for a ride in the van.

Since verbal skills may be limited,
communication skills come in many
forms. "We have to get to know a
person as a person," says McDaid, "so
we can understand each student as
an individual.

"Our primary job is to help people

express themselves," she says. "When
students aren't able to use words, we
have to focus on their behavior to
learn more about them. It's like the
sign on my office door which says,
'Not being able to talk is not the same
as having nothing to say.'"

Many students are taught sign
language, which they are encouraged
to use throughout the day. When
asked if he likes to run on the track,
one student quickly demonstrates
his use of sign by touching his right
thumb to his right middle finger —
"No." Some signs are more impres-
sionistic and expressive, like one
student's peeling motion to indicate
a favorite food — "bananas."

Students also communicate with
objects that symbolize activities. For
example, a piece of foam rubber
signifies the gym or nuts and bolts
represent prevocational training.

Some use their voices, but not
necessarily for speech. A high-pitched
sound can mean happiness; a low-
pitched sound can mean concern or
disappointment. Humming a barely
audible tune can mean contentment.

Music is taught to encourage the
use of voice and expand its potential
for communication. In music circle,
students — and teachers — take turns
initiating various sounds that the
whole group then imitates. There's
the happy trill of a tropical bird in a
rain forest, a high-pitched croon, a
hum, a bark, a whoop — and a
clamoring chorus following each one.

But while sign language, voice and

music are more open forms of com-
munication, a certified teacher can
see even more. For example, a
student rubbing the side of his head
may have an ear infection. "We
observe behavior to learn of
underlying problems or concerns,"
says Bruce Blakeslee, Life Skills
Teacher. "But we have to recognize
and be very familiar with a student's
pattern of behavior in order to fully
understand."

All the skills that are an integral
part of the Life Skills Program
build toward the major objective
we have for each student: increased
independence in self-care and self-
help: communication skills help
students express their needs and
allow them to interact with others;
prevocational skills build toward
future employment possibilities;
functional living skills provide
support in day-to-day activities;
recreation and leisure skills allow
students to socialize and enjoy life;
and community experiences integrate
students within all aspects of our
society.

"An important aspect of our
philosophy is a success-oriented,
positive approach that reinforces
appropriate behaviors and skills
acquisition," Hyson says.

McDaid agrees: "Since developing
potential is our primary responsi-
bility, we approach each individual
with a very positive attitude. We focus
on one's abilities rather than their
limitations."

Teacher, Bruce Blakeslee
and student, Chris Jandreau
practice music under the fall
afternoon sun.

J. age 18, Timothy
Meehan learned to walk
— in the pool at
Perkins. Now 20, Tim
still loves the water.

"To see Tim is to
really know a dolphin,"
says Bruce Blakeslee,
Tim's teacher. He
spends half his time
underwater. When he
enters the watery
depths, Tim puts his
hands together and
moves them back and
forth, following the
undulating motions of
the dolphin.

"More than
anything, though, he
loves to be lifted high
out of the water,"
Blakeslee says. "Then,
with a splash, he dives
under. "

Tim entered the Life
Skills Program at its

inception in 1984. He's
had a cataract removed
from his right eye and
one is presently form-
ing on his left eye, but
he has reasonable
functional vision. He
has developmental and
motor difficulties.

He knows what he
likes, for instance, he
pats the back of his left
hand with his right —
"coffee." He raises his
little finger and twists
his hand around — his
sign for 'juice."

Blakeslee puts his
thumb to his lips, the
rest of the fingers on
his hand are clenched
in a fist. With puffed-
out cheeks, Blakeslee
blows into his thumb —
causing his fingers to
pop up. Tim smiles
and lets out a laugh,

recognizing this

-trayal of "balloon."

Blakeslee explains
that Tim is also a big
fan of the Boston

seum of Science's
Omni Theater. "Tim
raises his arms and
scoops them around
as if to grab the
experience," he says.

Another of his
favorite things is easily
identifiable: Tim holds
his hands up as if on a
steering wheel and
makes the noise of a
motor. "He likes long
car rides." Blakeslee
says that Tim enjoys
Follow the Leader as
well, a game played in
a group at the start of
the day. "He's one of
the stars, he's definitely
leadership material."
This morning, Tim is
playing the game in the
lounge with four of his
classmates.

Simon Says is
another favorite. In
response to Blakeslee's
call — and with some
encouragement and
assistance — members
of the group touch
their ears, hair, feet,
noses, elbows, and clap
their hands. Tim reacts
with obvious pleasure

when Simon says,
"Touch your back,"
and Tim knows exactly
where it is. Blakeslee
laughs in approval.

When he's in
prevocational training,
Tim labels and fills
envelopes and he packs
bags with materials. He
also works on crushing
cans for recycling,
which will be his

classroom task today.

Carrying a wire
basket filled with cans,
Tim follows Kerry
Wyrosdic, a classroom
aide, down the hall to
the room with the can
crusher. Tim sits at the
desk, grabs a can by
its top and bangs it on
the desk.

Tim loads the
crusher and pulls down

on the handle. "Phew,"
he exhales each time a
can disintegrates
beneath his force. He
drops each crushed can
into the bin on the
floor. After a few more
cans, he pats the back
of his left hand with his
right.

"No," Wyrosdic
laughs, "it's not time for
a coffee break."

Frances Rosado

t's 8 a.m. and Frances
Rosado is sitting in the
lounge waiting for
morning group to
begin. Her hand is
folded at her chin and
her head is down, until
Danny, her classmate,
sits beside her on the
couch. Danny takes

Franci's hand from her
chin and touches it to
his own hand. Within
seconds, Franci is
clapping a steady
rhythm on Danny's
hand, as he listens
intently and smiles
with glee.

The 18-year-old

anci has been in the
fe Skills Program for
rear, moving into the
program from the
:rkins Lower School.
ie is blind, rarely
speaks and, as teacher
Bruce Blakeslee
explains, "She has a
severe communication
difficulty. She has a lot
of receptive language,
she understands much
more than she can
verbalize. We encour-
age her to use many
different ways to
communicate." For
example, Franci uses
objects to symbolize
activities — she holds
up a piece of foam
rubber to indicate that
she's going to the gym.

She is just beginning
to use two other
methods of communi-
cation: her voice and
sign language. "Her
signing isn't consis-
tent," Blakeslee says,
"but we're working on
it, and we're trying to
help her develop her
voice through music
therapy and games. "

We focus on one's
abilities rather than

their limitations.

As morning group
begins, Blakeslee
announces Follow the
Leader using sounds.
When he calls on
Franci to lead, she claps
her hands or stomps
her feet — rather than
vocalizing the way her
classmates do. "She
understands and that's
the beginning,"
Blakeslee says.

As morning group
concludes, Franci and
some of her classmates
go to their classroom.
Blakeslee leads one
student, while encour-
aging Franci to walk
unassisted to the

classroom. To find her
way, she follows the
shoulder-high tiles
that line the Howe
Building's corridors.
Blakeslee calls support
to her along the way,
"Good job, Franci, nice
trailing on the wall."
Soon, she'll learn how
to use a mobility cane
and gain even greater
independence.

In the classroom,
Blakeslee gives her a
"wrist rotation" task to
perform — moving left
to right, she must
remove the covers of
empty poster paint
containers that are
mounted on a strip.
Her slender fingers
move quickly through
the task while she sofdy
hums a tune.

Besides a large
number of classroom
activities, Franci
performs work for pay.
In work activities she
assembles various
products and uses the
heat sealer. She also
makes labels using a
brailler.

Now she's come to
the end of her poster
paint containers and
she signs, "Finished."
"Good job," he says,
and he gives her a

small, stuffed penguin,
which she quickly
snuggles to her neck.
She resumes humming,
this time to her furry
friend.

"She's incredibly
musically oriented,"
Blakeslee says. "She
always has a melody in
her head."

When the music
teacher, Nat Dane,
arrives, drum duets are
the first lesson. Two
students balance a
drum on their knees
and rap away. Mean-
while, Franci sits quietly
nearby tapping her
thumb on her finger-
tips, in anticipation.

When it's her turn,
Dane draws his chair in
front of her and puts
the drum between
them. He places her
hands on the drum
and begins beating a
rhythm. Franci comple-
ments any rhythm Dane
strikes — always hitting
on the right downbeat.
No matter how he alters
the pace, she follows
immediately — as if
she knows what he'll do
next.

When Franci listens
to music, it's no wonder
that strong rhythms are
her favorite.

he Ninth Quinquennial and
Early Childhood Conference of the
International Council for the
Education of the Visually Handi-
capped (ICEVH) was held in Asia for
the first time. Meeting in Bangkok,
Thailand in July, a record seventy-
nine countries were represented,
including a number of developing
nations. Major emphasis was placed
on early intervention and developing
programs and services for multi-
handicapped blind children around
the world. Over 600 professionals
attending the international
conference recognized the Hilton/
Perkins Program initiative and the
strong advocacy that we are fostering
in the developing regions of the
world. From the initial planning
stages to the final outcome, Perkins
staff was instrumental in the success
of the conference.

Perkins was a founding member
of ICEVH in 1952, and has been
actively involved with the
organization ever since. Over the
years, several of our staff have held
leadership positions and continue to
be influential in the future direction
of ICEVH.

The program each day presented
a speaker in the morning and con-
current sessions during the after-
noon. Headphones were provided so
that participants could listen to the
simultaneous translation of speeches.
Several Perkins staff were directly
involved in the planning and delivery

Perkins

Thailand

Kevin J. Lessard,
Director, with a child
from the Centre for the
Multi-handicapped in
Bangkok.

of various presentations. Kirk Horton,
Hilton/Perkins Regional Represen-
tative for Asia, held an especially
important post as a conference
organizer.

To officially open the conference,
the Princess of Thailand, Her Royal
Highness Princess Maha Chakri
Sirindhorn, graced participants with
her presence at a special ceremony.
The Princess talked about the great
number of people who are visually
handicapped in Asia; and, with
encouragement in her voice said,

A visually impaired student in Bangkok
starts first grade with her sighted peers.

"It is my hope that this conference
will inspire the international com-
munities and national governments
to increase their efforts to prevent
blindness." The Princess then cut the
ribbon across the entrance to the
exhibit hall and declared the con-
ference open.

Between sessions, participants had
the opportunity to visit exhibits set up
by participating organizations for the
blind, including Perkins. The Princess
toured the room, spending some
time at the Perkins exhibit to learn
more about our school. She will be
visiting our campus in November.

Participants were scheduled for
one day visits to schools and agencies
for the blind in the Bangkok area.
It gave parents and professionals a
chance to observe services for child-
ren who are handicapped in another

| 4 1 lii.fr

country. Many of the teachers in
Thailand are graduates of the Perkins
Educational Leadership Program,
and it was wonderful for staff to
renew old friendships.

Children at the Bangkok School
for the Blind waited patiently in the
hot sun to greet their guests with
songs and music. A tour of classrooms
was organized to observe students
working diligently on computers and
Perkins Braillers. At Suan Dusit
Teachers College, a graduate of the

Students from, the Bangkok
School for the Blind entertain
Conference participants.

Perkins Educational Leadership
Program demonstrated the college's
accomplishments in the field and
showed participants around the
campus.

The Centre for the Multi-handi-
capped is headed by a person who
also received her training in the
Perkins Education Leadership
Program. Few of the children at
this group home have families and,

Hilton/Perkins staff working in the
developing regions of the world. (I to r):
Graciela Ferioli, Alana Zambone, Steve
Perreault, Aubrey Webson, Dennis Lolli,
Kirk Horton.

therefore, they are fully dependent
on program staff. Three children
from the Centre are mainstreamed
at the Wat School, a nearby private
school, where they are integrated
into a classroom with non-handi-
capped students. With the support
of the Hilton/Perkins International
Program, a special teacher is pro-
viding specific attention to ensure
that the transition runs smoothly.
Interaction between the children
occurred throughout all daily
activities, and they learn to support
and help each other. At this par-
ticular school it is clearly evident
that the children are thriving and
very happy.

Unfortunately, this is not the case
for all multi-handicapped blind and
deaf-blind children in Thailand.
Although the presence of the Hilton/
Perkins International Program has
made a substantial contribution, the
demand for services for children who
are multi-handicapped continues to
grow. After visiting these programs,
one can see that there are many
opportunities to increase a wide
range of services in the country.

At the ICEVH Conference in
Bangkok, the meetings represented
a significant milestone in the history
of the organization and in the field of
blindness. ICEVH is at an important

point in its history and it now has the
ability to do more for people who are
blind by having a significant impact
on policy development on an inter-
national level.

As Perkins continues to work
closely with ICEVH, the organization
will be developing and expanding
its affiliation with United Nations
Agencies.

A primary responsibility will be to
advocate for the development of
comprehensive programs for blind,
multi-handicapped blind and deaf-
blind children around the world.
Other priorities will include the
development of information dis-
semination systems around the world,
as well as the translation of materials
for professionals and parents and the
development of quality teacher
training programs.

The positive effect of the confer-
ence and the vital role that Perkins
and other organizations played will
provide additional momentum and
inspiration toward achieving our goal
— to improve and expand services
for children who are blind, multi-
handicapped blind and deaf-blind
around the world. We can look for-
ward to five years of additional
progress before the next quinquen-
nial conference.

Left: Students
enrolled in the
demonstration
school at Suan
Dusit Teacher's
College.

Below, left to right:

Bill Brohier,
ICEVH President
and Larry
Campbell, ICEVH
Vice President

Perkins staff
elected as ICEVH
delegates (I to r):
Alana Zambone;
Aubi-ey Webson,
Chair North
America/Carib-
bean Region; and
Beth Caruso

Kevin J. Lessard,
Director, speaks
with Her Royal
Highness Princess
Maha Chakri
Sirindhorn as she
views the Perkins
exhibit.

Alana Zambone
and Tom Miller,
co-chairs of the
Early Childhood
Conference.

19 9 2

Graduating
Class

Christian Francis Alexander
Sloneham, Massachusetts

Anindya Bhattacharyya
West Bengal, India

Gary Bouthillier
Warwick, Rhode Island

Shawn Patrick Butler
Bridgewater, Massachusetts

I^enardo I^eroy Clement
Lynn, Massachusetts

Christine Catherine Daniels
Tewksbury, Massachuset

Corey Sanford Davison
Sandown, New Hampshire

Angela Lynn Doiron
Newport, New Hampshire

Michelle I^igh Langley
Vineland, New Jersey

Tisha Marie Reagan
Plymouth, Connecticut

Erin Robert Willfong
Brockton, Massachusetts

Brinlon Webb Woodward III
Plymouth, New Hampshire

DON'T GIVE UP*

"Never give up "

seemed to be the theme of the 1992 Graduation at Perkins.
Twelve seniors received diplomas or certificates of
accomplishment on a bright and sunny June day, after
listening to the inspiring words of Class President, Shawn
Butler and Anindya Bhattacharyya, their fellow classmates.
As the graduation speaker and a graduating senior himself,
Anindya chose to talk about his own experiences after coming
to Perkins as a young boy from India. He arrived eight years
ago with no knowledge of Braille or the English language
and has come so far that next year he will be fulfilling one
of his dreams by attending college.

In sign language using braille notes, he spoke about the
importance of three principles which led him through all
of his accomplishments — ambition, enthusiasm and
persistence. He also spoke of the strength he gained through
the support of his family, his friends, and his teachers at
Perkins over the years. Traveling all the way from India, his
parents sat in the audience on graduation day listening to
their son. You could see the pride welling in their eyes. The
emotions that Anindya and his fellow students were feeling
came forth loud and clear across Dwight Hall in the voice of
Anindya's translator. Anindya said there was a point in his
life when he "almost gave up" and now he is glad that he
studied and worked hard to achieve his goals.

Hopefully, these thoughts will stay with Anindya during
his time at Gardner-Webb College in North Carolina; and
with all of the other members of the graduating class,
whatever they choose to do in the years ahead.

Far Left: Senior,
Anindya
Bhattacharyya
speaking at the
Graduation
Ceremony. Top:
Gary Bouthillier;
Middle: Michelle
Langley; Bottom:
Brint Woodward

Reflections

*S Perkins •heoble and hatibeninps

Perkins people and happenings
on campus and abroad

Annual Holiday
Concert

This year, the Annual
Perkins Holiday Concerts
will be performed on
Sunday, December 13, at
3:00 p.m. and Thursday,
December 17, at 7:30 p.m.
Both concerts will be held
in Dwight Hall in the Howe
Building. Guests and
friends of the School are
welcome and we encourage
you to join us for one or
both of the performances.
It is an occasion that
should not be missed, and
a spectacular way to get
into the holiday spirit. For
directions and additional
information, please call
Jennifer Brewster at 924-
3434, extension 7335.

Farewell

Four clients in the Adult
Services Program moved
on to new things at the
end of the school year.
They received certificates
during a special luncheon
to recognize all of their
accomplishments.
Teachers and peers said a
few words about each of
the clients which added a
warm, personal touch to
the ceremony.

Roll Out the Barrel

When the flower barrels
outside the North Building
needed some work,
teacher Walter Alexander
decided to teach painting
as a subject in his Home
Mechanics class. Edwin
Martinez, a student in the
Deaf-Blind Program,
seemed like a perfect
candidate for the job.

Looking very official
in his navy blue jumpsuit,
Eddie painted all 36
barrels in only five class
periods over a period of a
month. Following Eddie's
project, Christa Gicklhorn,
a teacher in the Deaf-Blind
Program, worked hard
with her horticulture
students to fill the barrels
with flowers. As you drive
down the road in front of
the North Building and
notice the barrels and
their new redwood stain,
think of Eddie and the
horticulture students.

Pictures of Perkins

As many of you undoubt-
edly know, Nick Nixon, a
well-known photographer,
has been on the Perkins
Campus at various times
over the past two years.
This October 21st will
mark the opening of
an exhibit featuring a
selection of his work
during the time spent
with the students at
Perkins. The exhibit
will be held at Zabriskie
Gallery at 724 Fifth
Avenue in New York City
until December 4th.
A second exhibit will
run from December 10th
until January 15th at
the Fraenkel Gallery at
49 Geary Street in San
Francisco.

Blind Employee
of the Year

This year the Thomas J.
Carroll Award was given to
one of our own employees,
Kim Charlson. Kim is the
Assistant Director of the
Braille and Talking Book
Library. She started
working in the Library
almost seven years ago.
The committee was most
impressed by Ms.
Charlson's commitment
to excellence and for the
quality services she delivers
to thousands of patrons
who access library services
on a regular basis.

Welcome NAPVI

On September 1, The
National Association for
the Parents of the Visually
Impaired, commonly
known as NAPVI, officially
moved its national head-
quarters from Wisconsin
to our campus. Their
new office area has been
renovated and is now in
full operation. Susan
Laventure, from New
Hampshire, and the par-
ent of a visually impaired
child, has been selected
as NAPVTs first full-time
Executive Director.

1992 Leadership
Development

The 1992 Educational
Leadership Program Class
consisted of participants
from India, Hungary,
Kenya and Nepal. During
their training at Perkins,
two professionals concen-
trated on programs for
students who are deaf-
blind and two focused
on students who are
multi-handicapped blind.
Graduation exercises took
place on Friday May 29th.
Lilly Jacqueline, from
India, represented her
class, saying a few words
about what it meant to
be an Educational
Leadership Program
participant. This Fall, Lilly
will attend the University
of Arizona, where she will
study special education as
a doctoral student.

In addition to the four
diploma recipients, several
participants received
Certificates. Also
recognized were those
who attended an intense
six-week Early Inter-
vention Institute held on
our campus. Adding a
special touch to the
graduation Ceremony,
were performances by the
Upper School Chorus and
the Chamber Singers.

Evolving over the past
three years, the Education-
al Leadership Program
now focuses on leadership
development. It is reward-
ing to see the impact that
our graduates have made
throughout the world as
they return to their native
countries and contribute
their expertise to the
education of multi-handi-
capped blind and deaf-
blind students and their
parents.

Preschoolers
Graduate

Preschool Services also
held a graduation
ceremony this year on
June 10, to say good-by to
four students leaving
Perkins. They wore caps
and gowns, and later
changed for pony rides
and other outdoor fun.

Alumni Calendar

Saturday, May 1 * 1:00pm
Alumni Baseball Game

Friday, June 18 * 11:00 am
Graduation Exercises

June 18-20
Alumni Weekend

The Perkins Endowment

In Gratitude

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from our
programs and services. The gifts and bequests of Perkins' friends make it possible for
the school to sustain the excellent quality of services that has been the Perkins hallmark
for more than one hundred and sixty years.

While a few foundations and government grants enable Perkins to initiate new
programs, the consistent support of donors makes it possible for us to continue our
academic, residential, and home-based programs for the many students and clients in
our care.

If you wish to make Perkins School the recipient of a personal bequest, the
following form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a
corporation duly organized and existing under the laws of the Commonwealth of

Massachusetts, the sum of dollars ($ ), the same to be applied

to the general uses and purposes of said corporation under the direction of its Board
of Trustees; and I do hereby direct that the receipt of the Treasurer for the time being
of said corporation shall be suffient discharge to my executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols,

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

One 7iew Trustee xuas elected earlier this year at Perkins. Mrs.
Ernest (Betty) Monrad is past President and Board member of
the Dedham Temporary Home for Women and Children, a
Member of the Ministerial Advisory Committee of the Harvard
Divinity School, an Associate of the Ladies Committee of the
Museum of Fine Arts and she is the mother of three children.

Employees Recognized

Honored for Service and
Commitment to Perkins during
the Twelfth Annual Service
Awards Ceremony were:

Thirty-five Years
Jean B. DiLorenzo, Braille &
Talking Book Library

Thirty Years

Cristina S. Castro, Deaf-Blind
Program; John N. Kovich, Howe
Press; Michael J. Cataruzolo,
Volunteer Services

Twenty-five Years
Carol A. Benoit, Deaf-Blind
Program; Lois I. Downing,
Development & Public

Relations Office; Mar)' R. Duval,
Business Office; Aldo P. Re,
Howe Press; Janice A. Deyoe,
Deaf-Blind Program

Twenty Years

Gerald E. Pease, Facilities;

Elizabeth Holbrook, Secondary

Services

Fifteen Years

Margaret M. Murphy, Facilities;
Elvira A. Rosati, Business Office;
Manuel Diaz, Howe Press; Earl
R. Warner, Howe Press; Wendy
L. Buckley, Deaf-Blind Program;
William J. Shippie, Howe Press;
John J. Smith, Work Activities;
Juan A. Torres, Howe Press

Ten Years

Betsy Lee McGinnity, Deaf-
Blind Program; Mary Zatta,
Deaf-Blind Program; Lynn
Eisenberg, Secondary Services;
Victoria R. Brennan, Low Vision
Service; Michele P. Smith,
Secondary Services; Thomasa
Karabaly, Secondary Services;
Margaret Moulton, Deaf-Blind
Program; Patricia A. Kirk,
Braille & Talking Book Library;
James T. Sullivan, Secondary
Services; Adam J. Green, Adult
Services; Timothy K. Dwyer,
Adult Services; Winston
Rodriguez, Facilities; Charlotte
Cushman, Lower School

Perkins School for
the Blind gratefully
acknowledges
recent donations
in memory of:

Carl Allen
Clara Amici
Mildred Ashley
Irene Barnard
Max Berenson
Walker Bryant
Mary Burtt
Shirley Campbell
Annetta Castle
Louis Chioccola
Dominic Colanton
Ethel Coulter
Gardner Cushman
Louis Dejonge
Annie B. Gill
Louisa Giosa
Daniel Gorenstein
Violet Groll
Hilda Hallock
Millie Heath
Oscar Johnson
James K. Kurker
Ruth Lofgren
Carl Ludwick
Kerry R. Lyne
Margaret Morgan
Charles S. Parsons
Karen Ringvall
Mark Risacher
Cora Sangster
Ruth Moss Taylor
Henryk Twardzik
Gertrude L. Walsh

Address
Correction

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. The
school is an accredited member of
the New England Association of
Schools and Colleges, the National
Accreditation Council for Agencies
Serving the Blind and Visually
Handicapped, and the National
Association of Independent Schools.
It is licensed by the Massachusetts
Department of Education and
Mental Retardation and by the
Commonwealth's Office for Children.

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to
all the rights, privileges, programs,
and activities generally accorded or
made available to students at the
school. It does not discriminate
on the basis of race, color, creed,
national or ethnic origin in the
administration of its educational
policies, scholarship and loan
programs, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Jennifer Brewster

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

SPRING

19 9 3

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

Making a Difference

iteracy, accessibility, the age of
information, consumer participation and the provision of quality services are
all important needs and trends within our society in the early 1990's. The
Perkins Braille and Talking Book Library, one of many services offered by the
staff at Perkins, is addressing today's needs for over 15,000 patrons in the
Commonwealth of Massachusetts and other New England states. Most signifi-
cantly, it is making an important difference in their lives.

By providing quality services to an ever-increasing number of people who
are blind and physically handicapped, the staff at Perkins is making the lives of

thousands of people more productive, more meaningful

and more enjoyable.

The services offered by the Perkins Braille and

Talking Book Library allow individuals to succeed in

their school programs, compete in their professions,
enjoy their leisure time and expand their ideas and knowledge of the world.

The Massachusetts Board of Library Commissioners and Perkins are work-
ing closely together to help expand accessibility and services to individuals
who are blind and physically handicapped.

The creation of the Consumer Advisory Board for the Perkins Library has
already had a positive effect on the delivery of services and with seven of ten
members being consumers, we will see even greater progress in the years to
come.

Our cooperative initiative over the past few years has upgraded and
expanded the services we offer to our patrons. The staff at the Massachusetts
Board of Library Commissioners and Perkins and the members of the
Consumer Advisory Board are committed to literacy and accessibility for all
blind and physically handicapped citizens of the
Commonwealth. We will continue to work cooperatively
to secure the additional funding that is needed to
expand our library services for thousands of additional
patrons who have a right to accessible books and
materials so that they, too, can compete in the age of
information in the 1990's.

Kevin J. Lessard, Director

Access to the
World of Words

The Perkins
Braille and
Talking Book Library
is an invaluable
resource to those who
are legally blind or
physically handi-
capped. Meet patrons
of all ages whose lives
are touched by the
many services provid-
ed by Library staff.

A Stepping Stone to
Independent Living

The Student
Store is more
than your average
snack bar — with
healthy snacks from
popcorn to juice and
students from three
different programs,
the Student Store is
a place for work
and play.

Reflections

Join us to taste
the fruits of
tropical islands, feel
the frosty temperature
of a snowy winter
morning, watch the
spirited moves of the
Perkins Cheerleaders,
hear the voices of the
Lower School students
and don't forget to
smell the flowers in
Secondary Services.

More Than a Gift

Learn about
a donor who
expresses his gratitude
to Perkins with a gift
that gives back. Find
out how you too can
give to the school and
share in the benefits.

The Library
provides what
one patron calls
"a lifeline of
information"
for over 15,000
individuals in
the Common-
wealth of
Massachusetts
and other New
England States.

The Lantern

Volume LXII, Number 2
Spring 1993

Contents

World of Words

1 HE RAYS OF SUNLIGHT STREAM DOWN through
the tall windows across the Library, highlighting the stacks of bright green
cases and thick volumes lining the shelves. It is an exceptional sight.

What's more exceptional is that this Library provides what one patron calls
"a lifeline of information" for over 15,000 individuals in the Commonwealth
of Massachusetts and other New England States. The Perkins Braille and Talk-
ing Book Library is open to all eligible patrons who are legally blind or have
specific physical handicaps. The impressive 220,000 volume collection con-
sists of cassettes, discs and braille books, available to those who are
unable to read or use standard print materials.

In an age where literacy is a national focus and in need of much
greater attention, Perkins Braille and Talking Book Library has
become even more important in the lives of people who are legally
blind or physically handicapped, providing them with accessible
resources. Recent events, such as the passage of the Americans with
Disabilities Act in 1990, have heightened overall awareness of per-
sons who are handicapped and their needs. For all of us, reading is a
means of communication and a tool for learning that is often taken
for granted unless one does not have access to books and other
media. Think for instance, if you needed a dictionary when you
wanted to look up a word, a textbook in a classroom, a recipe when you were
cooking or you simply wanted to read a story to your child before bedtime but
did not have access to books.

Recognizing the importance of access to printed media, Perkins alumna,
Helen Keller, advocated for the Pratt-Smoot Act, in 1931, which mandated
the creation of regional libraries across the United States for people who
were blind. This network of libraries, reaching from Hawaii to Watertown,
Massachusetts, would circulate books through the National Library Service for

Library staff
member, John
Eaves, returns
braille books
to their shelves.

the Blind and Physically Handicapped in Washington, D.C. Although the
first director of Perkins acquired books for the Library as early as 1831, the
passage of this act, one hundred years later, opened many more doors for
people who are legally blind or physically handicapped. Over the past 60
years, the Perkins Library has considerably expanded and evolved to include
a multi-media collection available to patrons of all ages.

Dorothy Ingersoll

"If you like

reading, you

are never

lonesome."

Dotty Ingersoll graduated
from Perkins in 1932, one
year after the Braille and
Talking Book Library was
established. Now, at age 82,
in her hometown of Water-
town, she has been a patron
of the Library for over 60
years. Blind since the age of
four due to infantile glauco-
ma, Dotty has always loved
to read. "If someone wanted
to discipline me," she says,
"they would take a book
away from me."

With books always on
her mind, Dotty uses the
Braille and Talking Book
Library for many different
reasons. For her recreational
reading, she receives books
on a revolving basis — when
she finishes a book she mails
it back to Perkins and by that
time another book will

already have arrived in
the mail.

Reading is very popular
among her group of friends,
who also use the Library and
they often share titles with
each other. Dotty says she
"learns a lot" from mysteries
and historical books that she
reads, and she adds "they
give me pleasure." Dotty
often finds herself "reading
rather than doing house-
work." She prefers to listen
to talking books when she is
involved in another activity,
such as knitting. A battery
operated machine from the
Machine Lending Agency
allows her to read outdoors
when the weather is nice.
Dotty remembers back to
her days in college when she
used to have to rely on oth-
ers to read to her. "Nowa-
days, the improved selection
of talking books allows peo-
ple who are blind to be
more independent."

Dotty is the only blind
member of a book club that

meets every two weeks to
discuss a different work.
Braille books allow her to
participate in this group and
to read the same material as
sighted members.

In addition to her involve-
ment with the Braille and
Talking Book Library, Dotty
has also participated in the
Littlefield Elders Program at
Perkins and she currently
volunteers her time reading
to children in the Perkins
Lower School Program. For
this project, she borrows
print/braille books from the
Library which allow her to
read braille while a partially
sighted student enjoys the
pictures.

When she is not volun-
teering at Perkins or dis-
cussing books, Dotty enjoys
visiting her sister in Florida.
For her trip this Spring, she
has already made a request
to have plenty of books sent
down South awaiting her
arrival. What would a vaca-
tion be without books?

Today, in 1993, the Library continues to function effectively at Perkins
School for the Blind and in the past few years the Library, under the jurisdic-
tion of the Massachusetts Board of Library Commissioners (MBLC), has
received additional funding from the Legislature of the Commonwealth of
Massachusetts. Support is also provided by generous individuals. The Library
has also received a grant from the MBLC to conduct a public outreach pro-
gram for the increasing number of eligible individuals who are not using the

Wednesday Meister

W ednesday Meister is a
1 3-year-old who is physically
handicapped and enjoys
reading the same books as
other teenagers. She and her
family live on Cape Cod and
have been using the Braille
and Talking Book Library for
two years. Since birth,
Wednesday has had difficulty
with her visual processing
and she is non-verbal. She
therefore learns primarily
through her auditory sense
and can express herself
effectively by using an adap-
tive communication device.
For Wednesday, access to
talking books is essential for
her to be an integral part of
her classroom. Books pro-
vide an opportunity for her
to communicate and to enjoy
an activity which keeps her
in touch with other friends
her age.

This year, Wednesday
graduated from elementary
school and began attending
the Chatham Junior High
School. After a busy day at
school, she often comes

home and listens to talking
books. These recordings,
ordered from the Library by
her mother, Susan, include
books for Wednesday's
English class. "She is a very
social person," says her
mother, "which is why she
interacts so well with her
classmates." Resources from
the Library make it possible
for Wednesday to follow the
same curriculum as the other
students in her classroom.
Her teacher asks questions
about the book and
Wednesday is able to answer
with a "yes" or "no"
response.

Wednesday usually likes
stories about people and
funny things that happen to
them. She especially enjoys
books about teenagers
because she can relate to
them. Her mother says "you
can tell when she enjoys
stories from her reactions."
Laughter or facial expres-
sions often tell how
Wednesday feels.

"She really likes to listen,"
her mother adds. Talking

books are a very important
tool for Wednesday as she
enjoys her leisure time and
as she improves her atten-
tion span. Listening to books
has helped Wednesday to
learn to focus her efforts
on her studies for longer
periods of time.

To listen to the books,
Wednesday uses a cassette
player borrowed from the
Machine Lending Agency.
The particular machine she
utilizes has adaptive buttons
that make it easier for her to
operate the machine inde-
pendently. Wednesday may
turn the player on and off as
she pleases. Her switch, run
on a timer, activates the
machine for a period of two
minutes. When time is up,
the machine shuts off and if
Wednesday
chooses to listen
further, she hits
the switch again,
another signal
that she is enjoy-
ing a particular
book.

"It's really
great when

we can

have her do

the same

things as

her friends

...it truly

makes her

part of the

group."

Susan Meister,

Wednesday's

mother

Connie, Hope and Seth Leblond

"Reading

should be
fundamental,

not only
for sighted
people, but

for blind
people too."

for the
Leblonds of
Portland, Maine,
using the ser-
vices of the
Braille and Talk-
ing Book Library
is a family affair.
Mrs. Leblond,
President of the National
Federation of the Blind in
Maine, cannot think of a time
when she did not use the
Library. Ever since her chil-
dren were young, she "can
always remember using
Perkins as a resource." Mrs.
Leblond has limited vision
because of microphthalmia
and congenital cataracts. Her
children, Hope, age 16, and
Seth, age I I , also have vary-
ing degrees of residual vision.
The Leblonds taught their
children braille from the very
beginning, with the belief that
they should have additional
skills in order to compete in
the world. When their son
Seth was younger, his par-

ents would order braille
books from Perkins and
place them in his school
library. This would allow
Seth to have books to
choose from when his class
went to the library.

On one occasion, the
Leblonds traveled to Perkins
and had the opportunity to
make a visit to the Library.
Connie says she loved look-
ing through the rows and
rows of braille books in the
Library, "If I had a truck, I
would have taken them all
home with me." This
reminded her of a time when
the mailman came to the
door looking like Santa Claus
with a huge satchel slung
over his shoulder. To their
astonishment, it was all for
the Leblonds. All 36 volumes
of Shogun had been sent by
Library personnel, who knew
how much the family would
appreciate the book. Connie
prefers the braille books
because "reading braille is
more active. ..You can read
anywhere — even in the dark
or on a bus."

Hope Leblond, a freshman
in high school, uses talking
books in addition to braille
as another media for her
research reports at school.
Hope completes her projects
on her new computer, with
which she has become quite
proficient. She recently
ordered and read a book

titled Strategies For Employ-
ment to help her find a sum-
mer job. Beginning in June,
she will be working in a
program that places employ-
ees in non-profit organiza-
tions in the Portland area.
Still another avid braille
reader in the family, Seth
uses the Braille and Talking
Book Library for recreational
reading as well as for acade-
mic work in his classroom.
He says he "would much
rather read than listen."
Wherever he goes, he car-
ries with him the toll-free
number for the Library. If
need be, he can make a call
from his school to place a
book order. On his own
time, Seth has read all 150
Star Trek books and has
ordered a book about chess
so that he can improve his
game and try to beat his
father. To expand and refine
his reading skills, every year
Seth enters a contest called
"Braille Readers are Lead-
ers" where he tries to read
the highest number of pages
in a three month period.
Last year he read 1 623
pages. Before the contest
began, Seth called the Library
to warn them that he needed
to stock up on his supply of
books. In accordance with
the rest of the Leblond fami-
ly, Seth says "I always try to
order as many braille books
as I can... I love braille."

Library. Considering the variety of services offered by the Braille and Talking
Book Library, the program is extremely cost-effective.

To ensure that these services continue to grow and improve, the Consumer
Advisory Board for the Perkins Library was created. Made up primarily of
Library consumers, this group works hard to see that our standards of excel-
lence are maintained.

One of the Library's greatest accomplishments is its ability to offer services
to many different people, including students, professionals and the elderly,
ranging from very young children to some readers over 100 years old. Elderly
patrons also have the opportunity to participate in the Littlefield Elders Pro-
gram at Perkins. This outreach program was recently developed with funding
provided primarily by the Ida Ballou Littlefield Trust to provide services to
legally blind people over age sixty. The primary goal is to help elders main-
tain the skills necessary to live independently in their own homes. A staff of
Perkins Rehabilitation Teachers is available in different parts of Massachusetts
to provide direct services and support services in the home.

Dean Denniston

fora little relaxation in his
busy and hectic schedule,
Dean Denniston, Director of
Human Resources at the
Massachusetts Office of
Elder Affairs, enjoys reading.
Dean has retinitis pigmen-
tosa, limiting his vision to
light perception. Last year he
read 68 books, using differ-
ent media from the Perkins
Braille and Talking Book
Library.

Dean makes the most of
his time, listening to talking
books when he cooks, cleans
and gets ready for work in
the morning. Every night, he
takes the time to read
braille, "no matter how busy

I may be." Espionage and
thrillers are automatically
sent to him from the Library.
He says his house now
"looks like a sub-regional
library."

Denniston is impressed
with the accessibility that the
Library provides, the diverse
selection and the "quality of
the people I deal with at
Perkins." Over half the
books he receives are select-
ed for him by a Reader
Advisor in the Library. Hav-
ing developed a phone rela-
tionship with the Library
staff over the past 20 years,
Denniston can confidently
say, "They know what I like."

For Dean Denniston,
who uses the Library on a
continual basis, becoming
immersed in books offers a
temporary escape from his
busy, everyday life. He
believes, "it is a way of stay-
ing connected with what's
going on out there.. .If some-
one says, 'Have you read The
firm?' I can say, 'Yes'."

"Reading

is one

of my

outlets.

I read

every day

without

fail, no

matter

where

I am."

•

Two days a
week, patron,
Barbara Wilson,
volunteers her
time inspecting
cassettes which
have been
returned to the
Library.

The Library at Perkins
reaches out to a wide range of
people by providing books in
different media, and equipment
that is adaptable for the multi-
handicapped. For students who are handicapped, the Library may mean being
able to read the same book as the other students in English or History class.
For professionals, the services may offer a way to keep up with current events
in the world or the latest developments in their professions. For the elderly,
books from the Library can be an enjoyable leisure time activity or a way of
expanding their interests in new and exciting topics.

Many patrons of the Library also volunteer their time, helping the staff to
circulate 450,000 books and magazines annually. Some provide assistance in
data entry while others inspect books in order to maintain high quality stan-
dards. It is this support system that helps to keep the Library running smooth-
ly. The Braille and Talking Book Library acts as a link to a world of
information, enabling people who are handicapped to have access to litera-
ture. Although the Library may mean different things to different people, it
plays an important role in the lives of all of our patrons.

To become eligible for services from the Library, a patron must be unable
to read or use standard print materials as a result of temporary or permanent
visual or physical limitations. Schools and agencies which serve individuals
meeting these eligibility requirements may also use the Library.

Most patrons request, receive and return their books through the U.S.
Postal Service, although patrons are welcome to come directly to the Library
on the Perkins Campus. Orders may be placed by phone or by mail and are
generally filled within two business days.

Although specific titles are requested by patrons, most readers indicate the
subject matter which interests them and then Readers' Advisors in the Library
select books for them. Patrons usually read a book a week; a few patrons read
as many as twenty to thirty books each month.

In addition to books, the program offers nearly seventy magazines. Current
issues of these magazines are mailed to readers at approximately the same
time the print issues appear on the newsstands. Furthermore, an increasing
number of books are available in Spanish.

With the help of a new computer system purchased by Perkins, the Library
will be able to offer even greater services to our readers. Because of the num-
ber of patrons and the size of the collection, a great deal of data must be
stored. The Library keeps track of every book that each patron has read in
order to avoid duplicating selections. With the new computer system it is now

possible to monitor specific areas of interest of individual patrons. For
instance, a person who is hearing impaired may prefer books which have been
recorded by a voice with a low tone. Another individual may not want books
that are longer than a certain length or may only want books that are set in a
foreign country.

In order to listen to talking books, readers require special equipment pro-
vided by the Machine Lending Agency of the Library. The Machine Lending
Agency became an integral part of the Library on July 1 , 1 992 and is now
located at Perkins. The staff is responsible for the distribution and upkeep of
approximately 30,000 machines.

The Pioneers, a group of retired New England Telephone employees, and
the G.E. Elfuns, a team of retired General Electric workers, volunteer their
time and skills to repair and maintain the machines. New England Telephone
provides space for their dedicated volunteers, while the Elfuns work out of
their own homes. The quality workmanship that they contribute exemplifies
the commitment found throughout the Library's staff and volunteers.

Machines come with various adaptive features such as oversized, brightly
colored buttons or extension keys. Some machines are designed for use by a
patron who is bedridden, others may be more suitable for someone who trans-
ports their machine from place to place. These machines and recorded mate-
rials are provided free of charge.

Books are sent out with a removable address card, imprinted with the
patron's name on one side and the Library's address on the other. When a
book is finished, the address card is reversed and the book is mailed back to
the Library.

To add to the selection of books and periodicals, books of local and region-
al interest not available in the national collection are recorded in the Lacy

Many

patrons also

volunteer

their time,

helping the

staff to

circulate

450,000

books and

magazines

annually.

Consumer Advisory

Board

Perkins Braille

B. Donald Cook

Bonnie O'Day

and Talking Book Library:

Massachusetts Board of Library
Commissioners

Massachusetts Coalition of Citizens
with Disabilities

The Honorable Michael J. Barrett

Priscilla Ferris

Claire Oliver

Massachusetts Senate; (Andy

National Federation of the Blind of

Massachusetts Commission for the

Rudalevige, designee)

Massachusetts

Blind

jerry Boucher

Kevin J. Lessard

Edith Schneider

blinded Veterans Association

Perkins School for the Blind

Massachusetts Rehabilitation

Brian Charlson

Rev. George S. McDermott

Commission

Bay State Council of the Blind

Talking Book Library of Worcester
Public Library

Recording Studio, located on the Perkins Campus. Funding for the studio was
provided in 1987 by the Clive W. Lacy Charitable Trust to be used for the
recording of "books of lasting significance."

The dedication of the Perkins Braille and Talking Book Library's many
supporters, from volunteers and staff to benefactors, is the force behind a pro-
gram that is invaluable to its patrons. People who are legally blind or physical-
ly handicapped have access to written materials in accessible formats that
otherwise would be unavailable. Successful coordination of all aspects of the
Library results in a positive experience for patrons of the Perkins Braille and

Talking Book Library. It
makes an important dif-
ference in the lives of
over 15,000 people in
Massachusetts and through-

Dear Friends:

For some time I've been wishing I could make an attempt
at thanking you for the happy hours I've enjoyed these
many months because of the wonderful books you have
loaned me.

One big surprise has been that most are so current, having
been printed recently. Such an education they have given
me: history, various professions, geography and so on.

My many thanks— Bless you all who keep us sane and
happy.

out New England.

^^ til****"

&*°» or .

Braille and Talking Book Library-
Perkins School for the Blind
175 North Beacon Street
Watertown* MA 02172

Braille and Talking Book Library:

This is a note to thank you for all the pleasant hours
my husband received reading the books and listening to
the tapes supplied to him during his illness by the
Library for the Blind and Handicapped.

During his remaining years, Stan enjoyed both, and I
appreciate this service made available to him.

I ujasvt, ytfK-ro wiflw to*r
rnucK you* auiLiy*

*^**u^.

j?,

^^^_

•"St-^ouU,

>tya

>^L

*£-Os

'<^L4s

-^a^L€_

Ct^eC

^^CA.

"<*£ ^

■*-"*s.

A Stepping Stone

Independent Living:

Welcome to the Student Store

t's 9:15 on a Monday morning
and, like clockwork, the doors
open at the Perkins Student Store.
After the daily hustle and bustle of
students arriving at school, the
doors of the Student Store ;
officially open for business.

Students, clients, and staff i
alike all benefit from the ser-
vices of the student-operat
store, as it is in operation ev<
weekday with morning and
afternoon shifts. The Perkins
Student Store is a training facil-
ity for students at an on-ca
pus location. Both students and
clients participate in this vend-
ing program to gain valuable
work experience and confi-
dence in a familiar environ-
ment that will prepare them for
employment in the community. "It's
a very effective place for. students
and clients to learn work skills and
work behaviors that will help them in

their careers," states Suzanne Graff,
coordinator of the sales/vending
program.

A unique characteristic of the
Perkins Student Store is the
equipment that is adapted in
order to make accessibility pos-
sible. In order to accommodate
students who are blind or
visually handicapped, many
adaptations are available. One
includes the voice output cash
register for students who are
totally blind or have partial
vision. When the correct key is
pressed, the register states the
dollar amount of a purchase
and determines the correct
change. All equipment is
labeled in braille, including
the cash register and storage
counters. Because of the height of
the countertop, students who use
wheelchairs make use of an adaptive
cashier's chair.

Shingo Yagi
counts the
earnings for
the day.

Students from the
Secondary Services
Program play the pri-
mary role in the Stu-
dent Store. As part of
their Individual Educa-
tion Plan, each student
is required to take two
exploratory vocational
training classes a year,
ranging from horticul-
ture training, to chair
caning, to woodwork-
ing. After one or two
years many students

focus on the training
they enjoy most and
consequently they
strengthen their skills
in a specific area.

If a student chooses
to participate in the
vending program, he
or she must complete a
standard application
for employment, as one
would in the competi-
tive job market. Once
hired, the time com-
mitment per week for

each employee varies,
depending on the stu-
dent's individual sched-
ule; generally each
student works two fifty-
minute shifts a week
and is paid once a
month. "This is a great
opportunity for stu-
dents to actually have
'hands on' sales train-
ing and experience.
It also reinforces what
they learn in other
classes," comments
Graff.

Like any vending
location, there are a
variety of daily tasks
that must be complet-
ed. The workers are
responsible for record-
ing their attendance,
taking product invento-
ry, placing phone
orders with local ven-
dors, and waiting on
customers. They also
operate the cash regis-
ter, stock product
shelves and machines,
calculate the earnings
for the day followed by
a deposit at the School's
Business Office, and
complete a variety of
maintenance tasks.

Senior Jeremy Roy
is actively involved with
the sales/vending pro-

Setting up before
the store opens.
Left: Serbrena
Pierce; Right:
Students Natalie
Luwald, Shingo
Yagi, and
Serbrena Pierce.

gram at Perkins. "I love
it. It's great. This is the
kind of work I want to
do when I graduate in
June." Since Jeremy
has chosen vending as
a career option, he has
greater responsibility in
the Student Store. "I
make dairy orders once
a week, wait on cus-
tomers, stock soda
machines, fill coolers
and juice machines and
wipe down tables. I
eventually want to keep
track of the money and
learn how that's done."

Last year Jeremy
participated in a train-
ing opportunity
through the Massachu-
setts Commission for
the Blind. "I did the
same jobs as I did at
the Student Store and I
was assigned additional
responsibilities in the
community," Jeremy s

comments. "My ulti-
mate goal is to work
five to ten years, 'learn
the ropes,' build up my
confidence and have
my own business."

Secondary Services
Program seniors, Chris
Alexander and Cindy
Progen continue with
this same vocational
work at the U.S. Army
Materials Technology
Laboratory in Water-
town. There, Chris and
Cindy work in a vend-
ing stand licensed
through the Massachu-
setts Commission for
the Blind. Both stu-
dents gained experi-
ence and built their
confidence while work-
ing at the Student
Store at Perkins and
were ready for the next
step — to go into the
community and work
in a competitive set-

ting. Here the students
not only help with
the tasks of operating
the stand, they also
help in the kitchen
with food preparation.
The owner of the vend-
ing stand, Adele
LaFleur, who is legally

"It's a very

effective

place for

students and

clients to learn

work skills

and work

behaviors to

help them in

their careers."

0-*c

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75 +

/4s par/ o/fc o^

campus training

at the Arsenal

in Watertown,

Chris Alexander
transports cases Oj

soda to the soda
machine.

755

: j.

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blind, says, "I look for-
ward to having the stu-
dents come every week.
They help with many
different jobs."

Students from the
Deaf-Blind Program
also work at the Stu-
dent Store. The Deaf-
Blind Program is
unique as the students
have a dual focus, voca-
tional training and
communication
enhancement. "These
students have a real
communication goal
and the Student Store

gives them a chance
to meet new people
which, in turn, builds
their confidence,"
says teacher Christa
Gicklhorn. "It gives
them the opportunity
to learn the social skills
that are necessary to be
successful on the job."

Deaf-Blind Program
students Shingo Yagi
and Natalie Luwald
work one morning a
week completing tasks
which include stocking
supplies, money man-
agement, and table

washing. Gicklhorn
adds that the Student
Store is a very motivat-
ing environment
because of the social
atmosphere. "It's the
hot-spot on campus for
students. It's good for
their self-esteem and a
great chance to show
their success. When the
students work, they
shine."

Shingo and Natalie
look forward to their
morning to work at the
Student Store not only
because they earn
money, but because of
the choices they must
make at work. They
choose the sequence of
jobs to complete dur-
ing their shift. Later,
they must make deci-
sions about how they
would like to spend
their earnings.
Students and clients
are working toward a
number of potential
employment opportu-
nities in the communi-
ty, using the skills they
have developed here
at Perkins.

Clients from Adult
Services also play a role
in the operation of the
Student Store as part of

their rehabilitation pro-
gram. Like the other
programs, the clients
seek to determine their
level of interest in a
number of career
options. "They build
social skills, learn con-
versational sales dia-
logue and profession-
alism," says teacher

Wendy Bridgeo. "They
thrive on the social
environment."

It's 3:15 on Monday
afternoon and the stu-
dents make the finish-
ing touches to close the
Store for the day. With
the shelves stocked, the
tables cleaned and the
popcorn-popper put

away, the Perkins Stu-
dent Store is ready for
Tuesday morning's
crowd. With each day
comes a new schedule of
students. When visiting
the Perkins campus, be
sure to pay a visit to the
Student Store — you
never know whom you
might see!

"My ultimate

goal is to work

five to ten years,

'learn the ropes,'

build up my

confidence and

have my own

business."

Jeremy Roy
prepares an order
for a customer.

Reflections

Perkins people and happenings
on campus and abroad

Frolic in the Snow

A weekend in January
was an adventurous one
for the Scout Troop at
Perkins this year. Eleven
Scouts and chaperones
made a road trip to Sun-
day River Inn in Bethel,
Maine for a weekend
getaway to go cross-coun-
try skiing. The powder-
fresh snow along the
path of the cross-country
course made for great
skiing conditions. All
who participated had
a wonderful time.

Let it Snow, Let it
Snow, Let it Snow

One snowy January morn-
ing, the students in Sec-
ondary Services bundled
up in their winter hats and
mittens to enjoy one of
the season's first snow
falls. With creative hands
and minds at work, the
most unique Frosty the
Snowman was created,
complete with carrot nose,
coal teeth and cucumber
eyes — to complete the
picture, finishing touches
included a guide dog and
a mobility cane.

Celebrate the
Season

The classic rendition of
"Rudolph the Red-Nosed
Reindeer" by soloist Bran-
don MacArthur kicked off
the Lower School Holiday
Assembly in the spirit of .
the season. In addition to
the songs performed by
the primary classes, the
Lower School Chorus and
Instrumental Ensemble
played a version of "Go
Tell it on the Mountain"
and the Drama Club
staged an original play
entitled "A Nativity Story,
With Poems and Song."
The students' musical and
dramatic pieces touched
the hearts of all who
attended.

sVaVenune'sl

r^-a=.s u.

Day the

Viae

tnote

Senior C^sir

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Senior

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floWers, some
sent too-

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D'vsney

carnauons-

^'^•madvance

-;S^a^enune
and vncl

c\uded

Anniversary
Celebration

With support from the
Hilton/Perkins National
Program, families of
preschool children, ages
birth-7, throughout New
England celebrated the
10th Annual New England
Regional Seminar at
Perkins on May 1, 1993.
Throughout the day, sev-
eral workshops and panels
were planned covering a

variety of topics such as,
"Computer Usage for
Children with Multiple
Handicaps" and "Braille
Readiness Skills for Par-
ents and Children."
A group of grandparents
also shared experiences
and suggestions on how
they could help build a
strong extended family.

Princess of Thailand
Visits Perkins

On Saturday, November
14, Her Royal Highness
Princess Maha Chakri
Sirindhorn visited the
Perkins campus. The
Princess was visiting the
Boston area as part of the
one hundredth anniver-
sary of the birth of His
Royal Highness Prince
Mahidol of Songkia, father
of the King of Thailand.
The Royal Princess has a
close association with
Boston as the King was
born at Mt. Auburn Hospi-
tal while his father was
attending Harvard. During
her visit to Perkins this
fall, the Princess visited
the Lower School and the
Deaf-Blind Program and
met with some of our
students.

The Honorable
William, Bulger,
President of the
Massachusetts
Senate, will be
our graduation ■
speaker on Friday,
June 18th.

What is Kwanza?

At Perkins you learn
something new every day.
In order to bring some
foreign traditions home,
the Scouts celebrated an
African-American holiday
called "Kwanza", a seven
day event that is based on
the traditional African
festival of the harvest of
the first crops. Literally
meaning "first fruits" in
Swahili, the Kwanza Festi-
val at Perkins started off
with a candle ceremony
and continued with a
sampling of all the differ-
ent tropical fruits that
each Scout brought in to
share with the group. "It's
the idea that they're part
of the world," says Scout-
master Ken Stuckey, "to
expose our students to
many different cultures."

The Giving Tree

Eagle Scout candidate
Chris Gibbons from
Matignon High School in
Cambridge is earning his
final prestigious award
with the help of Perkins
School for the Blind. He
has chosen the project of
replacing the 25-year-old
labels presently posted on
forty trees scattered
throughout the campus.
Each one of the forty signs
has a print and braille
description of the type of
tree, varying from ever-
green, birch and cherry to
dogwood, crabapple and
Chinese magnolia. When
walking around this
spring be sure to see the
new signs and learn more
about our campus.

25th Anniversary of
Helen Keller's Death

June 1, 1993 marked the
twenty-fifth anniversary
of Helen Keller's death.
Helen Keller's life story,
written works, and thirst
for knowledge have
continued to be an
inspiration for Perkins
students and staff. Since
Helen left the Perkins
campus, her presence is
very much alive. She
remains a role model
for millions of people
around the world.

The International
Resource Directory

The International Council
for Education of the Visu-
ally Handicapped
(ICEVH) and Perkins
School for the Blind have
recently completed their
newest publication, The
International Resource
Directory. The Directory
contains information on
programs and services in
130 countries worldwide.
Data is divided into cate-
gories including 1,100
special schools for chil-
dren who are blind and
visually handicapped, 126
teacher training programs
in 45 countries, 168 inte-
grated education pro-
grams in 61 countries,
and 15 international orga-
nizations serving individu-
als who are blind and
visually handicapped.

The International
Resource Directory may
be ordered at a cost of
$15.00 U.S. from the
Perkins School for the
Blind, 175 North Beacon
Street, Watertown, MA
02172, USA or for more
information call the
Perkins Publications
Department at
(617)972-7339.

Give me a
P-E-R-K-I-N-S !

Hard work and dedication
paid off for the 1993
Perkins cheerleading
squad. The spirited group
of eight students and
coach Suzanne Graff trav-
eled to Raleigh, North
Carolina to attend the
Eastern Athletic Associa-
tion for the Blind's annual
cheerleading and goalball
competition from January
29-3 1 . After eight weeks
of practice with cheer-
leaders from Arlington
Catholic High School, the
boys and girls enthusiasti-
cally performed their six
cheers. To quote Coach
Graff, "When the cheer-
leaders come together,
they shine."

Tickle the Ivories

Needed: a Baby Grand
Piano for student per-
formances. If you, or a
friend, have a piano
that is in good condi-
tion, and would like to
donate it to Perkins,
please contact Gloryann
Warner, Development
Office 972-7328.

Pump it up!

Fitness has been the key
word in the physical edu-
cation program with the
addition of the Pappas
Family Fitness Center.
The Thomas Anthony
Pappas Charitable Foun-
dation recently donated
the resources for the new
training room. Ranging
from weight resistance
to aerobic equipment to
even a rubber tile exercise
floor, the additions to the
physical education pro-
gram at Perkins will
improve the physical fit-
ness of many of our stu-
dents and staff. So, grab
some sneakers and we'll
see you in the Pappas
Center!

More Than a Gift

■i

^*&?

Over the past few months a number of donors have established charitable gift
annuities with Perkins. Their gift annuities allow them the satisfaction of
making significant contributions today while at the same time insuring themselves
stable, dependable income at a rate that is fixed for life.

As Harold Grasse, who recently established his third gift annuity with Perkins,
says, "My charitable gift annuities with Perkins allow me to express my gratitude by
making gifts of money to Perkins while I am still cdive and able to decide for myself
who is to receive money from my estate. These annuities are more than gifts. They
are investments in as much as Perkins puts my gifts to work for me. At my age my
annuities pay me interest at 9.4, 9.6 and 9.9% per year and provide me with valu-
able supplemental income for the rest of my life. It's reassuring to know that this
income is guaranteed and backed by the full commitment of Perkins. When I die, the
principal can be used by Perkins as the School sees fit. "

Rates of return are determined by the donor's age at the time of the gift. These
rates are often higher than current money market or certificate of deposit rates. In
addition, donors who establish a charitable gift
annuity can take an immediate tax deduction and
if appreciated property is used to fund the annuity,
capital gains taxes can be reduced.

For additional information on charitable gift
annuities or other planned giving opportunities at
Perkins, please contact Bill Brower at
(617)972-7336.

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and
caring individuals to help the multi-handicapped children and adults
who benefit from our programs and services. The gifts and bequests of
Perkins' friends make it possible for the school to sustain the excellent
quality of services that has been the Perkins hallmark for more than one
hundred and sixty years.

While a few foundations and government grants enable Perkins to
initiate new programs, the consistent support of donors makes it possi-
ble for us to continue our academic, residential, and home-based pro-
grams for the many students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the following form
may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation duly
organized and existing under the laws of the Commonwealth of Massachusetts, the sum of

dollars (f ), the same to be applied to the general uses and purposes

of said corporation under the direction of its Board of Trustees; and I do hereby direct that the
receipt of the Treasurer for the time being of said corporation shall be sufficient discharge to
my executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:
H. Gilman Nichols
Fiduciary Trust Company
175 Federal Street, P.O. Box 1647
Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind

gratefully acknowledges

recent donations in memory of:

Mary Alexander

William Avery

Florence C. Ayers

John Babyak

Leonello Bernardi

Charles E. Boyle

Frederick William Burnham

Annette Carroll

Geoffrey Carroll

Louis Chioccola

Mildred Coholan

Stella Condakes

Saul Copellman

Katherine Crawford

Ambrose Cray

Claire Cronin
Mar)' Dunn
Dorothy Farrell
Marc Friedlaender
Franklin Gillespie
Earl R. Grady
Nicolino Grasso
June D. Graves
William Harris
Harriett Hatheway
Nonie T. Healy
Paul Houle
W. P. Kelly
Vincent J. Kelly
Agnes Kelley
Brittany Knowles
Albert A. Lafrance
Harry Lesser
Albina Michaele

J.J. Mottola

Sue Mottola

Margaret "Rita" Murphy

Fred Orcutt

Mark Oteri

Marie Palmiotti

Ruth Payne

Frances Reale

Gus Realini

Stephen R. Rice

Grace Rousseau

Eunice Saunders

Richard Smith

Anne Stefanokis

Jane Sullivan

Bernard Tack

Blanche L. Zanor

Zelinda M. Zini

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was incor-
porated March 2, 1829. 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
Education and Mental Retardation and
by the Commonwealth's Office for
Children.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617)924-3434

Editor: Jennifer Brewster
Assistant Editor: Deirdre Cart)

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

FALL

19 9 3

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

Perkins Reaches Out

or over a decade, many professionals
and parents throughout New England have been actively involved in the devel-
opment and expansion of Outreach Services at Perkins School for the Blind.

Initially, services were offered on a part-time basis to only a few students who
were enrolled in public school programs throughout Massachusetts.

Today, because of the foresight and dedication of Perkins staff, a large num-
ber of parents and an active Outreach Advisory Committee representing the

New England States, hundreds of children and adults
are being served on a regular basis in their homes
and local communities.

An ever-increasing number of infants and tod-
dlers and their parents are receiving both direct ser-
vices and support services in their homes. Hundreds of children enrolled in
public schools are also receiving direct services from Perkins staff and many stu-
dents from New England are participating in planned weekend activities and
the Perkins Summer Programs. Every year more and more individuals who are
elderly blind are receiving instruction in their own homes through our Elder
Services Program. Low vision evaluations and follow-up services are expanding
to serve more children and adults in many different states,

The development of a fee-for-service program has helped to expand services
and has led to Perkins Regional Offices being opened in Northfield and
Hyannis, Massachusetts. We have also been very fortunate to receive financial
support from the Littlefield Foundation in Rhode Island, the Alice M. and
George T. O'Neill Estate on Cape Cod, and the Phillips Trust.

A special note of thanks to all of our Outreach Services staff, many parents,
and all of the members of our Outreach Advisory
Committee who have provided invaluable guidance and sup-
port. Together we have been able to design and expand
much needed services for an ever-increasing number of indi-
viduals in communities throughout Massachusetts and the
New England Region.

Kevin J. Lessard, Director

Making a
Difference

* Perkins

' Reaches Out

From infants to elders,
from the coast to the
mountains, Perkins
Outreach Services
provides services to
individuals who are
blind and visually
handicapped. Read
further to get to .
know Francoise,
age 2, Brody, age 8,
Geraldine, age 18, and
Louise, age 79, who
are able to live more
independent lives
thanks to the staff in
Outreach Services.

Think Before You
Throw It Out

Their active participa-
tion in the Perkins
Recycling Program
shows that our
students care about
their world. Be it
collecting cans or
office paper, join the
students as they make
a difference.

_/ o Graduation

It's that time of year
once again. The
Honorable William
Bulger, President of
the Massachusetts
Senate, addressed the
seniors challenging
the graduates to
become active in their
communities. Earlier,
participants in
the Educational
Leadership Program
said their goodbyes
to Perkins at their
Graduation Ceremony.

J S Reflections

Read about the latest
happenings on and
off campus. With the
bustle of summer
activity, there is a lot
to tell. Learn about
our latest events, such
as the Scouts summer
adventure, the most
recent international
conference, our
special volunteers,
Perkins on television,
and more!

2j Charitable
1 Giving

Learn how you can
support the next
generation of students
at Perkins by taking
advantage of planned
giving opportunities.

The Lantern

Volume LXIII, Number 1
Fall 1993

Contents

Perkins reaches out

Teens research job
possibilities during
a Career Awareness
Weekend.

1 he literal definition of
"outreach" is "to go
beyond." This definition
aptly describes the role and mission
of Perkins Outreach Services. For
over a decade, the program has been
reaching out to an increasing number
of individuals who are blind and
visually handicapped. From infants to
elders, with satellite offices to the East
on Cape Cod and to the West in the
Berkshires, the program offered
services to over 400 individuals this
past year. "Our objective," says Beth
Caruso, Supervisor of Outreach
Services, "is to assist as many children
and adults as we can to live more
active, productive and independent
lives."

Outreach
Services began on
a small scale; but,
to address an
increasing need
throughout New
England, it has
grown substantial-
ly over the past
five years.

Mrs. Anderson being
evaluated at the Perkins
Low Vision Clinic.

Changing and adapting to different
trends and new challenges over time,
Outreach Services has continued to
expand in many varied and respon-
sive directions. The success of our
expansion has been made possible by
the generosity of the Littlefield
Foundation in Rhode Island, the
Alice M. and George T O'Neill Estate
on Cape Cod, and the Phillips Trust.

To make services available on a
wider scale, two new regional offices
were opened in the past three years.
An office in Hyannis, MA and anoth-
er in Northfield, MA make it possible
to branch out and serve people in
every corner of the state. "These
offices, placed strategically, make it

easier to reach a greater number of
people in areas where we have identi-
fied a need for our services," indicates
Beth Caruso.

Outreach Services has evolved into
its present form by responding to
needs in the community. The scope of
services is determined through
consultation with an advisory commit-
tee comprised of educators, parents

and vocational rehabilitation special-
ists. These professionals from all over
New England meet three or four
times a year to discuss current issues
in the field of blindness. "They are
the people who work directly with
students," adds Caruso, "so they are
the people who can provide us with
the program information we need to
expand services. In addition, we

DlCARLO

(_»eraldine smiles brightly as
she signs with quick gestures
and animated facial expres-
sions. Her warm smile and
bright eyes are indicative of
her effervescent personality.

Like all teenagers,
Geraldine DiCarlo lives a
very busy life, balancing her
time anion? school, home-
work, and social activities.
Despite her schedule,
Geraldine, who has been
deaf all of her life and has
limited vision, is an active
participant in Perkins
Outreach Services. For
almost ten years, she has
been coming to Perkins for
low vision evaluations and
consultation from the New
England Center for Deaf-
Blind Services. Today, the
Outreach Program repre-
sents more to Geraldine. It is
an extracurricular activity
"where she can learn

valuable skills and socialize
with her peers at the same
time," says Outreach
Supervisor, Beth Caruso.

A senior this year at The
Learning Center For Deaf
Children in Framingham,
MA, Geraldine must make a
decision whether to work or
go to college when she
graduates next Spring.
Although she is going to
apply to colleges this Winter,
the job market is something
she is interested in learning
more about. During the
summer, Geraldine attended
a five-week Outreach
Program at Perkins entitled,
"A Sampling of the World of
Work." Geraldine signs, "the
best part of the program was
having a real job for the first
time, and a salary." This
program gave her the
opportunity to earn and save
money for the future.

While in the program at
Perkins, Geraldine worked
in Watertown at The Vision
Foundation and in Jamaica
Plain at the Brookside
Community Health Center.
For four days each week she
learned office tasks
such as filing and
copying. Initially a job
coach who knew sign
language would
accompany Geraldine
to her work site to
interpret and help her
get settled. Once she
became more independent,
Geraldine would go on her
own and use a pad and
pencil to communicate with
her co-workers.

Each day the program
continued into the evening
hours when teenagers
attended classes to learn
about the job application
process. In these sessions,

always welcome and encourage
feedback from parents and profes-
sionals. Finding out which events
went well and what can be improved
is important to us when we plan
future programs."

For families with young children
who have visual handicaps, Perkins
Outreach Services and the
Infant/Toddler Program provide
support services such as parent

groups and resource materials.
Education Specialists visit families in
their homes to provide resources and
information and to provide direct
teaching instruction to children from
birth to age three.

As children enter various school
systems and become more indepen-
dent, they are eligible to participate
in one of our many Outreach
Summer Programs. Programs include

they worked on creating
resumes and business letters
and learning interviewing
skills. Other areas of
discussion covered topics
such as communication in
the workplace and problem
solving skills.

During the final week of
the program, students were
required to schedule an
informational interview to
learn more about the
profession that interested
them the most and to
practice the skills they had
learned. Because she might
be interested in the field of
counseling people who are
deaf, Geraldine talked with a
counselor at a mental
health clinic in
Boston which has
many deaf patients.
However, Geraldine's
favorite class in

school is computer science,
and this may be another
area of interest for her to
explore in the future.

Throughout the five-
week program, students
were asked to keep a journal
of their experiences, and
Geraldine has continued to
keep her journal at home.
She has also kept in touch
with several of the other
teenagers who attended the
program. As well as being a
career resource for
Geraldine, Outreach
Services at Perkins also
provided an opportunity to
make new friends.

This Fall, Geraldine also
participated in a Perkins
Teen Weekend trip to Cape
Cod with 1 2 other students
from New England. The
group enjoyed a ferry ride to
Martha's Vineyard, where

they went for the day to
hike, shop and see the
sights. They spent two nights
together on the Cape where
they cooked their own meals
and played musical instru-
ments around a bonfire. On
Sunday, they visited
Cranberry World at the
Ocean Spray Plant, where
their guide was a former
Outreach participant.
Perkins Outreach
Services has given Geraldine
an opportunity to explore
her independence. The
confidence and skills she has
gained will ease her transi-
tion as she makes a decision
between college and the
world of work. Like all
teenagers who are ready to
become more independent,
Geraldine assures her
mother, "I am eighteen
years old, I am ready."

skills training, socialization and
recreational activities aimed at
improving self-confidence. Both day
and residential programs are held in
various locations, depending on the
needs and ages of the children. This
past summer, based on requests from
parents, Perkins held several day
programs for elementary-aged stu-
dents between 1st and 5th grades.
The programs provided recreational
activities and opportunities for
children and their families to come
together in their home communities.
Day camps are offered in Hyannis
and Northfield, as well as the Perkins
campus.

Many students from throughout
New England attend our weekend
programs during the school year.
Younger children, ages 7 to 9, enjoy
crafts, cooking, music and drama and
social skills training. Activities for
those ages 10 to 12 include daily
living skills, outdoor adventures, and
communication skills.

For junior and senior high school
students, Teen Weekends are a time
for getting together with peers to
share each other's company and
ideas. Each weekend is designed to
include seminars, off campus trips
and specific skills instruction. This
past year, weekend activities included
career exploration, white water
rafting and camping. Although
students come from varied education
backgrounds, it is important for them

to share their
experiences
and feelings
with other
teens who are
experiencing
similar
problems.
Many of the
students
involved in
our weekend

programs, are attempting new
activities for the first time. During the
summer, teenagers have the opportu-
nity to enroll in more intensive 3-5
week programs dealing with indepen-
dent living skills and situations that
may arise at school, at home, or on
the job.

In addition to a variety of one-day
workshops, Perkins Outreach Services
has developed a "Summer Institute"
for many teachers, counselors and
parents who work with children
throughout New England. The
Institute is a one-week program held
on the Perkins campus. It consists of
lectures, panel discussions and field
experiences. Graduate credit may be
earned in conjunction with Fitchburg
State College.

Perkins Low Vision Service pro-
vides diagnostic and functional vision
evaluation and follow-up services for
children and adults of all ages. Low
vision services are offered in the
home, classroom or within a clinical

Summer days bring
opportunities for
recreational activities
such as horseback
riding.

Francoise Jones

When two-year-old
Francoise Jones notices the
light box that the Perkins
Education Specialist brings
with her, her face expresses
excitement as she crawls
across the floor towards the
brightly colored light source
to press her little face
against it. This is a big step,
for no one yet knows exactly
how much remaining vision
Franny has. The light box is
a highly motivating tool used
to increase visual awareness
and attention. When Beth
Traubert from the Perkins
Outreach Office in Hyannis
first began seeing Franny,
she did not have much of a
reaction to the box. Now she
anticipates its arrival when
she spots the yellow case it
comes in. Her mother, '
Cecile Jones, says she thinks
Franny can see objects such
as the light box or the
wheels of her carriage
because she crawls towards
them to explore.

The Jones Family initially
was referred to Perkins when
Franny, their second child,

was born blind, and they
have been using the services
offered by Perkins on a
regular basis ever since. The
Perkins Satellite Office was
opened in Hyannis, MA, in
1990. Beth Traubert visits
Francoise at her home in
Sandwich every two weeks to
monitor her growth and
development. "There is
something very positive
about having someone
involved from your own
community," comments
Beth about the benefits of
the Satellite Office. "I can
visit children and parents
more often, making it easier
to establish a relationship,
which is important when
working with families." It
provides a local support
system.

Franny has two sisters,
Antoinette, age 5 years and
Camille, age 6 months, who
are both sighted. Needless to
say, with the addition of a
new puppy, it is a very busy
household. Cecile and Greg
Jones have always taken the
time to find resources for
Franny. Through Perkins,
Franny was exposed to a
structured play area,
designed especially for small
children who are visually
handicapped. A child can sit
surrounded by tactual and
visually stimulating objects.
Franny's father built a
similar area in their living

room. Franny's box has
some additional features,
such as a light bulb that can
be turned on by pulling a
cord as a lesson in cause and
effect. Cecile feels that in
the Perkins Outreach
Program, "parents and
professionals work together
and because of this coopera-
tion more can be done for
Franny." Last May, the
family attended a seminar
held at Perkins for families
of preschool age children
who are blind and they
enjoyed meeting other
parents and teachers.

To address issues as they
arise, Beth Traubert pro-
vides other resources. For
example, Franny had
difficulty seeing neutral
colored foods, such as
Cheerios or bread placed in
front of her. Beth recom-
mended using a dark
colored bowl so that the
lighter food would stand out
and become more visible to '
Franny. This small change
has made a world of differ-
ence.

The Jones family, like
many other families with a
child who is visually handi-
capped, needs encourage-
ment and support from
qualified and caring teach-
ers. Cecile Jones believes
that working with the
Perkins Outreach Program
"gives us hope."

'ur objective

is to assist as

many children

and adults as

ive can to live

independent

lives. "

Supervisor of Oiureach

evaluation
setting on
the Perkins
campus
with an
optometrist
from the
New
England
College of
Optometry.
Another
important
and critical

service
offered by
Perkins is
for individ-
uals who are sixty years of age or
older. The Littlefield Program pro-
vides services to individuals who are
elderly blind, the fastest growing
population of the blind in the United
States. Perkins Outreach Services to
Elders offers specialized vision ser-
vices, enabling elders to live comfort-
ably, safely and independently in
their own homes. Rehabilitation
specialists provide teaching and
consultation to individuals and their
families, covering issues such as
budgets, personal care tasks, meal
preparation and leisure time activi-
ties. Additionally, they focus on how
elders can remain safe and secure in
their own living environment. As
Outreach staff assist elders in acquir-
ing adaptive skills, they also help

them make maximum use of their
remaining vision by using color and
contrast to identify objects and
labeling materials in large print for
household use.

By being responsive to many
different needs in the community,
and by keeping in touch with current
issues and trends, Perkins Outreach
Services is able to offer a wide range
of services. Perkins staff are now able
to reach an ever-increasing number
of children, adults, and elders in a
wider geographic area than ever
before. We are proud to provide an
expanded array of much needed
quality services throughout our state
and the entire New England region.
Learning more about the individuals
who receive services and how their
lives have been changed for the
better, confirms the positive impact of
our expanding efforts.

Outreach participants
exploring nature while
on a walk in the ivoods.

Louise Goldman

oeventy-nine-year-old
Louise Goldman was so
pleased with her experience
at Perkins Low Vision
Service that she told
Elizabeth Anderson, her 86
year old sister, all about it.
Mrs. Anderson traveled all
the way from Arizona to visit
the Goldmans in Waltham
and to have a low vision
evaluation at Perkins.

Louise Goldman first
came to Perkins' Low Vision
Clinic because she had
increasing difficulty seeing.
She has macular degenera-
tion, a leading; cause of
vision loss among people
over the age of sixty-five,
which affects a person's
central vision but does not
change one's peripheral
vision. She had been to
other low vision clinics in
the past but always seemed
to come away more frustrat-
ed. "Perkins was different,"
Mrs. Goldman says, "I was
treated like an individual."
The amount of uninterrupt-
ed time our optometrist, Dr.
Kathy Miller, was able to
spend with her was also
impressive. "I learned a lot
about my eyes that I never
knew before. My deteriorat-
ing vision is hard for me to
accept, but it is easier now
that I understand what is
happening."

After their first meeting,
Dr. Miller lent Mrs.
Goldman an illuminated
magnifier to try using at
home. "It was helpful that

Louise could try it out
before we bought it," said
Mr. Goldman. Mrs.
Goldman now uses her
magnifier every day to read
mail and labels on cans
when she is cooking.

To follow up on Mrs.
Goldman's progress, Donna
Burt, a Rehabilitation
Specialist in Perkins
Program for Elders, made
several visits to the
Goldmans' home. After a
thorough evaluation of Mrs.
Goldman's skills and
abilities, Donna provided
suggestions on how to adapt
areas of their house to make
it easier for Mrs. Goldman
to travel safely and indepen-
dently.

The kitchen was one
area in particular in which
Mrs. Goldman was having
difficulty. Donna talked with
Mrs. Goldman about
changing certain routines.
"Although they seem like
simple and obvious ideas,"
said Mrs. Goldman, "if you
have been doing something
one way all of your life, it is
hard to see any other way."
For instance, at Donna's
suggestion, she now pours
hot coffee into a cup in the
sink so that if the scalding
water spills, it presents no
danger to her. In addition to
her suggestions, Donna
makes sure that Mrs.
Goldman is aware of all the
resources available to people
with low vision. When Mrs.
Goldman was having
difficulty setting her timer,

Donna showed her a special
large print timer. Mrs.
Goldman now can easily see
the numbers on the dial and
sets it independently to ring
when her food is cooked.

One of Mrs. Goldman's
favorite pastimes is writing
letters to family members
who live far away. Recently,
however, she began to look
at it as a chore, and relatives
who received correspon-
dence commented that they
had trouble reading her
writing. Donna discovered
that this was because Mrs.
Goldman could not see
handwriting on the page
and she was writing on top
of other words. To correct
this problem, Mrs. Goldman
now writes on special paper
with heavy black lines and
she uses a black bold tip
marker. Mrs. Goldman
wrote her first letter using
her new low vision aids to
her sister-in-law who just
moved to Israel. "It gave me
a real feeling of accomplish-
ment...I'm not going to give
up," said Louise Goldman.

Brody Hale

iLach morning, Brody
Hale, age 8, meets the
school bus at the bottom of
his driveway in Tyringham,
a small town in Western
Massachusetts. Brody rides
the bright yellow vehicle to
Lee Central School where
he is mainstreamed in a 3rd
grade classroom with 23
sighted students. His
condition, Leber's
Congenital Amaurosis,
limits his vision to 20/800
but this does not prevent
Brody from functioning
well at his grade level. "I
really like school," he
chimes in, "I do like to talk."

Through Perkins
Outreach Services, Brody
works with Jeffry Sheldon, a
Vision Education Specialist
from the Perkins Northfield
Office. 'Jeff is dying to
make me learn to be
independent," Brody
explains confidently. "I'm
getting used to it." One of
his recent accomplishments
was reading a braille book
from the Perkins Library on
his own. Jeff looks forward
to the future when Brody
can take full advantage of
the Perkins Braille and
Talking Book Library.

Jeffs role enables Brody
to do the same work as his
sighted peers in the
classroom. "We try to make
Brody an integral part of

the class," says Jeff. Brody is
a braille reader, and an
Apple II E computer is
located in his classroom for
writing assignments. With
his computer, he uses a
word/talk program with an
echo voice synthesizer. This
program allows the comput-
er to say everything he types
into the computer out loud.
After each key is hit, the
computer repeats the letter.
At the end of a line or the
page it will read the words
as text. Whenever possible,
Brody sits at his desk,
making up a part of the
students' semi-circular
seating formation. As an
itinerant teacher, Jeff
studies the lesson plans for
the 3rd grade classroom
and meets with Brody's
teacher on a weekly basis.
He then converts the lesson
plans and necessary charts
into braille so that they are
accessible to Brody.
Reading braille takes
longer than reading print,
so adjustments are made in
Brody's workload. Jeff
confirms, "verbally he is a
star." Jeff also provides
instruction on braille and
how to use the computer.
Perkins Outreach Services
makes mainstreaming a
possibility for Brody.

Brody's relationship
with Outreach Services has

extended beyond acade-
mics. He had the opportu-
nity to attend a summer
camp held in Northfield at
the Perkins Satellite Office
this past summer. Every
Thursday for five weeks, a
group of visually handi-
capped students, ages 7 to
13, met for sessions on self-
esteem and daily living
skills. During the after-
noons, the group would
take field trips. Brody's
favorite was a canoe trip to
Laurel Lake in Western
Massachusetts. It was his
first time in a canoe but he
handled his paddle like a
pro. Before they got back to
the dock, a water fight
broke out and although "I
got splashed," Brody said,
"it was fun."

Last year Jeff spent 10
hours a week with Brody.
This year, Brody has
become more independent
and requires only 6 hours a
week. Jeff continues his
rapport with Brody
through the
summer months.
"Because he is with
sighted students
during the school
year," says Jeff, "it
is important for
Brody to interact
with peers who
are visually
handicapped."

Outreach Advisory Committee Members

he literal

definition of

"outreach " is "to

go beyond. " This
aptly describes

Perkins

Outreach

Services.

Deborah Barton
Parent, Rhode Island

Vicky Berg
Perkins Secondary
Services

Mary Beth Caruso
Perkins Outreach Services

Richard Connors
Carroll Center for the
Blind

Jack Doyle

Rhode Island Department

of Education

James Earley

Watertown Department of

Special Educadon

Richard Ely

Perkins Satellite Office,

Western Massachusetts

Bill Finn
New Hampshire
Educational Services for
the Sensory Impaired

Susan Laventure
National Association for
Parents of the Visually
Impaired (NAPVI)

Kevin Lessard
Perkins School for the
Blind

Tom Miller
Perkins Preschool
Program

Lynn Paulson
Massachusetts
Commission for the Blind

Don Rapp

Fitchburg State College

Diane Redmond
Massachusetts Vision
Resource Library

Jean Small

Catholic Charities, Maine

Robert Steele

Perkins Satellite Office,

Cape Cod

Richard Jackson
Boston College

Susan Wells

Vermont Association for

the Blind

Perkins Outreach
Services offers
programs for people
of all ages.

Making a Difference

Think Before You Throw It Out

This year, the Boy and
Girl Scouts at Perkins
have taken on recy-
cling as their own
special project. They
play a critical role in
the extensive Perkins
recycling program. Each week you
can see them going from classrooms
to offices, with the help of a staff
person, collecting redeemable cans
and bottles. They, too, are helping to
make Perkins a more environmentally
conscious school.

Different people attach different
meanings to the idea of recycling. To
some it may be as basic as wearing
your older brother's jacket, and to
others it may simply be reusing a
plastic bag from the local grocery
store. Whatever the case, here at
Perkins recycling has become an
integral part of daily living.

In February 1993, Perkins imple-
mented a rigorous recycling program,
which is coordinated by Mark Colt.
"Beginning the program was a great
opportunity to not only help our
environment but also to minimize
waste on our campus," says Colt. After
researching the School's specific
needs for recycling, Perkins collabo-
rated with a private organization
which is able to handle a project of
such large volume.

"We wanted to show the students
and staff that everyone's help and
support is essential for the success of
the program," says Colt. "Basically we
had to ask everyone to think about
what they throw in the trash; that's a
lot to ask of someone, especially if
they are not environmentally con-
scious." Since its initiation in
February, the program has produced
amazing results; the waste in the
cottages has been cut in half. Both
the education of the staff and stu-
dents about recycling and the demon
stration of the plan's operation
contributed to the significant
decrease.

The overall plan may have
looked simple enough on paper, but
the reality is an intricate and time-
consuming process. After making
twenty-four collec-
tion stops each day,
the recyclable items
are gathered,
stacked, and brought
to the on-campus
recycling center.
There, they are
sorted into their
respective bins.

When it comes
to refundable
recyclables, the Boy
and Girl Scouts step

Senior Michael Urgo
collects and sorts
recyclable cans for the
Boy Scouts. Michael
was named "King of
Cans " last year for
collecting the highest
number of cans.

Mark Colt, Recycling
Coordinator,
explains Perkins '
recycling procedures
and guidelines to
houseparents and
staff in the cottages.

in. All of the refundable items are
donated to the Scouts and are
returned for refund. "We've been
collecting cans ever since the Bottle
Bill was passed in the early 1980's,"
says Scoutmaster Ken Stuckey. In
addition to what we collect on cam-
pus, individuals will drop off cans for
the Scouts."

Because Perkins purchases most
of its soft drinks directly from the
local Coca-Cola distributor, the
Scouts have an on-campus Coke
redemption center. The Scouts
collect cans every week from each of
the drop off points on campus. They
then separate the Coca-Cola from the
non-Coca-Cola products, the glass
from the plastic, and finally prepare
the bags to be picked up by the
distributor. With the money that the
Scouts make, they are able to pay
their annual dues, go on field trips,
and purchase equipment such as
sleeping bags and tents that are made
available for all students on campus
to enjoy.

In addition to the Scouts partici-
pation, students are actively involved
in recycling in the cottages. After
dinner each night, they rinse and
clean all recyclables and sort them
according to category. Items are
deposited into tubs that are clearly
labeled in large print and braille, and

the tubs are then brought into the
recycling center.

Students involved in vocational
training also lend a helping hand to
the environmental program on
campus. Since 1988 when the "White
Paper Project" was introduced in
Massachusetts, the students in Work
Activities, a vocational program on
campus, have collected discarded
white paper from government agency
office buildings in Boston as part of
their vocational training. This paper,
in turn, is brought to a local recycling
center. Since this Project was so well
received, the Work Activities students
brought the Project back to Perkins.
Like the work they do at their off
campus location, students gather and
collect white paper throughout the
campus to be recycled.

It is amazing what becomes of the
items that used to be thrown away!
Metal containers, such as Coke or
VeryFine juice cans, become manhole
covers, while office paper becomes
cereal boxes and tissue tubes, and the •
plastics become anything from carpet
backing and polyester cloth to video
cassettes and flower pots. These once
old, but now new, items are distrib-
uted from the Boston area through-
out New England, and sometimes as
far away as Canada. It's amazing to
think that a plastic bag from your
local grocery store could be the basis
of your living room rug. So when you
put on your next fleece-lined ski
parka, think twice about what you
throw in the trash!

Did You Know?

♦ American offices last year generated 775 billion pages of
paper — that's 14 million tons of paper per year or 238 million
trees.

♦ If you recycled your newspaper every day for a year, you
would save the equivalent of 4 trees, 15 pounds of air pollu-
tants, 2200 gallons of water, and enough electricity to power a
150 watt light bulb for 152 days.

♦ Americans throw away enough glass bottles and cans every
two weeks to fill the 1350 foot towers of the World Trade Center
in New York City.

♦ Every time you take a shower you use approximately 25
gallons of water. Every time you brush your teeth you use about
5 gallons of water, if you turn the water off while brushing, you
save 1/2 of that water.

♦ The average person throws out 1200 pounds of garbage a
year which averages about 3 1/2 pounds a day. By the time a
person is 75 years old they will have created 45 tons of garbage.

♦ By printing this issue of The Lantern on recycled paper, we
will save 35 trees, 14,100 gallons of water, and 8,300 kilowatt
hours of energy (enough to heat the average home for 1 year) .

♦ Two-thirds of all commuting cars in the US carry only their
driver. If we added just one person to the average vehicle
occupancy rate during rush hour, we would save 30-40 million
gallons of gasoline every day.

♦ People should use cloth napkins instead of paper. Paper
napkins generate 15 times more solid waste than cloth.

19 9 3

Graduating
Class

Luis Antonio Aguilar
Dorchester, MA

Christopher James Alexander
South Portland, ME

Marco Antonio Caraballo
Acushnet, MA

Nancy Ivelise Diaz
Watertown, MA

Dana Bernard Getchell
Stoughton, MA

Mario Grimanis
Athens, Greece

Glenn Scott Lavallee
Worcester, MA

Natalie Luwald
Needham, MA

Kamie Lyn Marcin
Derry, NH

Thomas Andrew Mattock
Hollis, NH

Nicole McLaughlin
Ahoskie, NC

Timothy P. Median
Marblehead, MA

David Wendell Moomaw
Arlington, MA

Astlene Orinthia Nelson
Springfield, MA

Karen Lawaun Petty
Indianapolis, IN

Cindy Ann Progen
Fitchburg, MA

Jeremy Chad Roy
South Berwick, ME

Jose Rafael Santiago
Brooklyn, NY

Thomas Teehan
Melrose, MA

Michael Louis Urgo
Brookline, MA

n Friday, June 18, twenty excited seniors
gathered together as Perkins students
for the last time for 1993 Graduation
Exercises.

After marching into Dwight Hall
to the sound of "Pomp and Circumstance, " the graduates
and their families received a warm welcome from both the
President of the Perkins Corporation, C. Richard Carlson, and the
1 993 Class President, Tom Mattock.

Chosen to speak for his class, Tom Mattock was celebrating a

particularly special gradua-
tion day as he accomplished

something very meaningful to
him. Leaving his wheelchair
behind, he joined his class-
mates lualking down the aisle with the use of a walker- and ascended the
stairs to deliver his address on stage. Tom spoke about the achievements
he has made since he first enrolled at Perkins in 1986. He attributed
his success to his parents, teachers, and classmates. This fall, Tom is
attending Keene State College in his home state of New Hampshire.

Following a rendition of "A Whole New World" by the Perkins
Chamber Singers, the Honorable William M. Bulger, President of the
Massachusetts Senate, delivered the Commencement Address.

Mr. Bulger gave an inspiring speech in which he challenged each graduate to play
an active role in his or her community. Mr. Bulger closed with the encouraging
remark, "Never doubt that each of you can make a difference. "

x. rofessionals enrolled in Perkins

Educational Leadership Program said

good-bye to Perkins at their May 14th

Graduation Ceremony. Each of the

nine graduates held up a large-sized

letter, one after another, to complete a

banner which read, "PERKINS WE

LOVE YOU. " The group effort was especially meaningful to students and staff

who had become familiar with our colleagues in the Educational Leadership

Program Class of 1993.

Dana Numunyte of Lithuania and Muthaiah Narayanasamy of India

gave heartfelt presentations on behalf of the graduates. They compared the Perkins

community to a family. Dana read a short poem, and
Muthaiah explained how the program brought the
dreams of this "team of educators " closer to reality. He
said "the training we have received will give us confi-
dence to serve the disabled in the years to come. "

Although these graduates will return to their home countries, to points as far away

as Thailand, the Philippines, Malaysia and Japan, they will always be, as

Muthaiah put it, "a team. "

Reflections

KS Perkins people and happenings

on campus and abroad

Let's Dance

Excitement filled the air
in early June when
students prepared for
the event of the year — the
Prom. Dressed up for the
semi-formal event, each
couple was chauffeured
in a surrey bicycle by a
chaperone sporting formal
attire. Banquet tables were
arranged on the lawn
outside of the Howe
Building, where couples
enjoyed hors d'oeuvres
and sipped sparkling water
in the evening sun before
the dance.

Summertime Fun

Can you beat a glass of
homemade lemonade on a
hot summer afternoon?
Students in the Deaf-Blind
Program answered a
resounding "no" to that
question during a day of
outdoor fun at the Deaf-
Blind Field Day. The day
kicked off with a parade
across campus. Each
classroom sponsored a
booth with creative ideas
ranging from decorating
brownies, to face painting,
pony rides and animal
petting. In addition, each
cottage had a door
decorating contest.
Teacher Sharon Stelzer
stated, "the best thing
about Field Day is that it
gets the whole department
involved. ..it was great fun."

When entering the Perkins
campus, you may notice
something new beside the
main driveway. Now stands
a large forest green sign
reading, "Perkins School
for the Blind, 1829" to
welcome you to our
campus. Come take a
peek!

PERKINS
SCHOOL

Hip Hip Hooray!

Wednesday, May 5th
marked the Eighth Annual
Volunteers' Dinner at
Perkins. This event is a
tribute to our 189 volun-
teers, individuals who give
many hours of their time
to improve the lives of our
students.

Among those honored
was Jack Cerone, who has
worked with Perkins
students and clients for
eighteen years. For his
efforts at Perkins, Jack was
also nominated "Volunteer
of the Year" by the
Polaroid Corporation
where he is employed. To
recognize and commend
Jack's dedication, Polaroid
generously donated $1000
to Perkins. After the
dinner and awards,
Perkins alumna, Jane
Morin, Class of 1969,
provided singing and
entertainment.

Fun with Flowers

For the first time, Perkins
hosted the 12th Annual
American Horticultural
Therapy Association
Conference. On July 9th,
nearly forty individuals
who were interested in
horticulture therapy from
all over New England
gathered to share ideas
and learn about different
programs from a variety of
agencies.

Perkins' latest publica-
tion, Horticulture Program,
was available for those
attending the conference.
Perkins Horticulture
Therapy Coordinator,
Debbie Krause, explained,
"there's nothing else like it
in the field. The handbook
shows how simple and
inexpensive adaptive
gardening aids are to
make and how they help
people become more
independent."

Food, Glorious Food

To raise money for their
class trip to Disney World in
Florida, the seniors hosted
an April Fools' Day
Luncheon for students and
staff. Seniors, class advi-
sors, and cooks from the
Secondary Services
Program provided lasagna,

Horticulture Program,
which was made possible
by funding from the
Conrad N. Hilton
Foundation, may be
ordered at a cost of $10
US from the Perkins
School for the Blind,
175 North Beacon Street,
Watertown, MA 02172,
USA, or call the Perkins
Publications Department
at (617) 972-7339 for more
information.

while those in the Deaf-
Blind Program tossed the
salad. Various staff mem-
bers contributed to the
miscellaneous dessert tray.
The fund-raiser was not
only fun and filling, but
also profitable, as nearly
200 "fools" attended.

Perkins on
Primetime

ABC's Thursday evening
show "Primetime Live" was
recently filmed on the
Perkins campus. The
program focused on
anophthalmia, an extreme-
ly rare condition when
children are born
without eyes. The
producers of the show
received a great deal
of information about
anophthalmia from the
National Association for
Parents of the Visually
Impaired (NAPVI), which
is located at Perkins.
NAPVI 's Executive
Director, Susan Laventure,
said, "the greatest benefit
was having families from
all over the country whose
children share such a rare
condition meet. These
same families are now
working on developing a
network specifically for
parents of children who
have anophthalmia."

Teacher Workshop
in Eastern Europe

In July, the Hilton/Perkins
Program hosted a work-
shop in Potsdam, Germany
for thirty teachers and
administrators who work
with children who are
deaf-blind from the
countries of Poland,
Hungary, Bulgaria, the
Czech Republic and
Slovakia. For many, this
was their first opportunity
to attend a conference

Scouts on the Go!

Six Scouts and their leader
headed North late in June
to enjoy a weekend at
Weir's Beach in New
Hampshire. After splash-
ing in the fresh water of
Lake Winnipesaukee and
riding a Post Office mail
boat around the lake, the
group traveled on the Cog
Railroad to the top of
Mount Washington, the
largest mountain in the
Northeast. They topped
the weekend off with a visit
to Parker Mountain Scout
Camp in Center Barnstead,
NH to visit with some old
Perkins friends.

related to the education of
the deaf-blind.

Parents were also able to
attend the workshop, along
with teachers from their
children's school. Pictured
to the right is Grazyna
Szymelfenig, a deaf-blind
student from Poland, whose
parents attended the
workshop. Grazyna was
happy to receive a new pink
Perkins t-shirt, which she

Calendar of
Events

Holiday Concerts
Sunday, December 12,
1993 at 3:00 pm, and
Thursday December 16,
1993 at 7:30 pm
Dwight Hall

Bell Ringers
Tuesday, May 17, 1994
at 8:00 pm
Old South Church,
Copley Square, Boston

Graduation Exercises
Friday, June 17, 1994
Dwight Hall
11:00 am

Alumni Baseball Game
Saturday, June 18, 1994
1:30 pm

Alumni Weekend
June 18-19, 1994

proudly wears. Her
mother is interested in
starting the first organ-
ization in Poland for
families of children who
are deaf-blind.

A Lasting Legacy for the Next Generation

They met as children at
Perkins School for the
Blind. She had come
when she was five; he was
nine.

"I found it home-like,"
he remembers now,
sitting across from her
and smiling in the dining
room of the home they've
shared for more than 35
years. "There was a
feeling of great security
because of the cottage
system and the people
who were running it."

They grew up at
Perkins, through Lower
School and High School,
where he was manager of
the track team and
treasurer of several clubs
and she sang in the glee

club and took cello
lessons.

"Perkins built a lot of
confidence in me and,
when the time came, I
was ready to leave," he
recalls.

Well-prepared by
Perkins, they got on with
their lives, she as a camp
counselor, a Braille
printer at Perkins' Howe
Press, and then as a
secretary at The Catholic
Guild for the Blind. He
worked for many years as
a baker and then accept-
ed a job as office manag-
er— also at The Catholic
Guild.

As their lives pro-
gressed through jobs, and
moves, and five foster

children, they stayed in
touch with Perkins and
their classmates. "After
all, we had lived with
some of them for 14 or 15
years at Perkins. We were
like brothers and sisters,"
she observes.

And then one day they
read a notice in the
Braille edition of The
Lantern about gifts to
Perkins that can produce
income at attractive
interest rates for the
donors. That caught their
attention and before
long, they had made up
their minds.

"In all honesty, part of
it is selfish," he says. "I
don't want to spend our
principal and yet I want a
higher rate of interest
than the bank will pro-
vide. But, just as impor-
tant, we know that we are
supporting the next
generation at Perkins."

She smiles and adds,
"I wanted to do so much
for Perkins. It made me
what I am today. The best
way to express my thanks
was to make a substantial
contribution."

It's been more than a
half-century since they
left the school they still
love. And they've

"/ wanted to do

so much for

Perkins. It made

me what I am

today. The best

way to express my

thanks was

to make a

substantial

contribution. "

remained involved ever since.

"We would hope that in reading
about what Perkins did for us, and what
we are doing for the school, other
people will also become interested in
giving," he says simply.

They are, as they sit together at the
dining room table, a remarkable
tribute to Perkins. Active, independent,
committed — they are the school's
greatest legacy and inspiration.

For them Perkins was family, as it
has been for countless other children.
But it's not just alumni who appreciate
Perkins. The accomplishments of the
school and its students can inspire
anyone to financially support its pro-
grams.

If you would like additional infor-
mation about charitable gift annuities,
estate planning, or other planned
giving opportunities at Perkins, please
contact Bill Brower at (617) 972-7336.

G i

FT A N N U I

t y Rates

Single

Life

Age

Rate

Age

Rate

6.5%

7.8%

6.6

7.9

6.6

8.0

6.6

8.2

6.7

8.3

6.7

8.5

6.8

8.7

6.8

8.9

6.9

9.1

6.9

9.4

7.0

9.6

7.0

9.9

7.1

10.1

7.1

10.4

7.2

10.6

7.3

10.9

7.4

11.1

7.5

11.4

7.6

11.6

7.7

11.8

90-over

12.0

Are you faced with the
prospect of increased
taxes this year? If you
are, there are a number
of ways to soften the
impact of the 1993 Tax
Act. The new tax code
includes provisions
which make gifts of
appreciated property
(stocks, real estate, etc.)
as appealing as they've
been in years. Also,
planned charitable gifts
have become more
attractive. Call us at
(617) 972-7336 for
further information
about how a gift made
on or before December
31st of this year can help
Perkins and be beneficial
to you come April 15th
of next year.

Adopted by the Conference on Gift Annuities, 1992.
Please call (617) 972-7336 for rates for wo persons.

The Perkins Endowment

In Gratitude

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from
our programs and services. The gifts and bequests of Perkins' friends make it possible
for the school to sustain the excellent quality of services that has been the Perkins
hallmark for more than one hundred and sixty years.

If you wish to make Perkins School the recipient of a personal bequest, the follow-
ing form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corpora-
don duly organized and existing under the laws of the Commonwealth of

Massachusetts, the sum of dollars ($ ), the same to be applied

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

Employees Recognized

Honored for Service and
Commitment to Perkins during
the Thirteenth Annual Service
Awards Ceremony were:

Foity-five Years of Service
Dorothy Dowe, Lower School
Program

Forty Years of Service
Maria-Pia Antonelli, Secondary
Services

Thirty-five Years of Service
Barbara H. Birge, Deaf-Blind
Program; Richard G. Brown,
Howe Press; Catherine Cowen,
Lower School Program; Lillian
Peterson, Lower School
Program; Adele Trytko, Lower
School Program and Secondary
Services

Thirty Years of Service
Elizabeth O'Brien,
Development and Public
Relations

Twenty-five Years of Service
Lawrence Melander, Lower

School Program; Doris L.
Nicholas, Howe Press; Ida M.
Scarlett, Telephone and
Communications; Marcy Scott,
Secondary Services

Twenty Years of Service
Cafer Barkus, Educational
Leadership Program; Donald P.
Burns, Grounds and
Maintenance; Susan Lind-
Sinanian, Secondary Services;
Martha Majors, Deaf-Blind
Program; Martin K. McDonagh,
Grounds & Maintenance;
Margaret Westerlund, Howe
Press

Fifteen Years of Service
Isabel M. Balmaseda, Secondary
Services; Margaret Carney,
Secondary Services; Michael T.
Collins, Hilton/Perkins
National Program; Joseph
D'Ottavio, Secondary Services;
Paul F. Doerr, Secondary
Services; Kenneth R. Durand,
Human Resources; Howard
Easter, Howe Press; Karol
McNaught-O'Laughlin,

Director's Office/Human
Resources; Chrys Peralta, Adult
Services; Alexandra Smith,
Secondary Services; Debbie
Temple, Deaf-Blind Program

Ten Years of Service
Lorraine Bruns, Secondary
Services; Regina Catarina,
Lower School Program; Karen
M. Hern, Deaf-Blind Program;
Christa Gicklhorn, Deaf-Blind
Program; Cynthia A. Lanctot,
Secondary Services; Franklin F.
Mead, Life Skills Program;
Thomas R. Miller, Preschool
Services; Rachael L. Noyes,
Secondary Services; Cheryl A.
Papas, Deaf-Blind Program;
Myra F. Schrode, Lower School
Program; William A. Winslow,
Storeroom

Perkins School for
the Blind gratefully
acknowledges
recent donations
in memory of:

Charlotte Horner Adler
Pasqualina Arcuri
Frederick Asmussen
William P. Capone
Katherine Collins
BuzzN. Crain
Ruth Crouse
Eugene Curtis
Anthony Di Persia
Clifford O. Dolber
Philip f. Driscoll
Ernest B. Githens
Ida Gopen

Irmgard Graver-Scotoni
Robert H. Hare
Mrs. Esther Hayes
Richard Hull
Fred A. Jones
Gregory Khachadoorian
Jack Killmon
Thomas B. Landers, Jr.
Theresa Lalour
Bill Lebwohl
Harold Lundesiedt
Joan P. MacPhnson
Louis Malamud
Anne McCormack
Thomas C. Menton
Celia Pedercini
Fredua Perkins
Whitney TaberPope
RoseE. Saindon
Peter Scandurra
Robert Schroeder
James Sinclair
AnnaF. Singleton
Morris Starkman
Winnie Wertz
Mary V. Wetmore
Gertrude Hatch Winkler
Gustave H. Wolf

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. 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
Education and Mental Retardation
and by the Commonwealth's Office
for Children.

Perkins School for the Blind admits
students of any race, color, creed,
national and ethnic origin to all the
rights, privileges, programs, and
activities generally accorded or made
available to students at the school. It
does not discriminate on the basis of
race, color, creed, national or ethnic
origin in the administration of its
educational policies, scholarship and
loan programs, and athletic and
other school-administrated programs.

Perkins School for the Blind
1 75 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Jennifer Brewster
Assistant Editor: Deirdre Carty

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

SPRING

19 9 4

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

Developing Individual
Education Plans

he programs and services offered by
the staff at Perkins School for the Blind have always been a reflection of present-
day needs in our society. Over the course of time, the staff at Perkins have always
responded by adapting programs, developing new services and reaching out to
children, their parents and other professionals.

During the past few decades, Perkins has expanded and developed
comprehensive Diagnostic Evaluation Services for thousands of individuals
in an ever-increasing number of communities. This has been a direct and
proactive response to requests from students, parents and professionals in local

school systems throughout New England and the
United States.

The era we live in presents serious budget
constraints. Education priorities for children who are
blind, multi-handicapped blind and deaf-blind are
the subject of various debates among legislators,
government officials and various advocacy groups of parents and professionals.

As professionals, the staff at Perkins have a primary responsibility to work
closely with parents and local school officials in New England and other states to
advocate for quality and comprehensive services for children. We must continue
to work together to ensure that children receive the quality and specialized
services they deserve in the most appropriate educational placement.

Diagnostic Evaluation Services at Perkins provide opportunities each year
to carefully evaluate and determine the specific educational and clinical service
needs of over 100 children and their parents. Identifying students' abilities,
determining the most appropriate educational goals for
each student and addressing the present and future
programming needs for children are part of the mission
of Perkins. Our staff takes great pride in providing this
critical and much-needed service to so many parents
and professionals.

Kevin J. Lessard, Director

Getting the
Full Picture

Determining the most
appropriate
educational placement
for children is an
in-depth process.
Diagnostic Evaluation
Services at Perkins and
its team approach helps
to make this decision
a positive one for
students, parents and
professionals. Meet
students of all ages and
abilities who have been
a part of this service.

Giving Hope,
Building Futures

Because of the
generous support of
the Edwin Phillips
Foundation, the
Infant/Toddler
Program gives hope
to children who are
blind, deaf-blind and
multi-handicapped
and their parents in
Plymouth County.
Learn how this
program makes a
difference in the lives
of many families.

Reflections

Celebrate springtime
with news about the
latest events at Perkins.
The staff have been
singing and dancing,
and students have
visited the moon, filling
the campus with activity
and excitement.

A Perkins Promise

There are many ways
you can contribute
to Perkins this year.
Discover the different
options available to
donors.

The Lantern

Volume LXIII, Number 2
Spring 1994

Contents

■

**.

±£L

The evaluation process
is based on a team
approach which has
proved to be very
successful. -

i>1

Le/£' Recently evaluated, Kathy
Gannon now attends the Perkins
Life Skills Program. Below: Rhode
Island preschooler, Kerry Clark,
answers questions for Mary Talbot,
Perkins preschool psychologist.

Getting

!*« Full Picture

What is best for my
child?... This is an important
question that arises for
most parents. Parents and
teachers of children who
are blind, visually handi-
capped, deaf-blind or multi-
handicapped are faced with
a myriad of decisions when
choosing the best services
for their children.

In 1887, the second
Director of Perkins,
Michael Anagnos sent Anne
Sullivan, a recent Perkins
graduate and teacher, to
Alabama to meet Helen
Keller, a young girl who was
deaf-blind. Anne observed
and interacted with Helen in
order to evaluate her
abilities and needs. This
initial contact marked the
beginning of a nurturing
relationship between Helen
Keller, Anne Sullivan and
Perkins. Anne Sullivan went
on to foster the develop-
ment of Helen's commun-
ication skills and provided
Helen with the foundation
upon which she built a
lifetime of achievement.
This history of helping
others continues today at
Perkins.

Perkins Diagnostic
Evaluation Services were
developed over 25 years ago
to help parents and
professionals throughout
the United States to enroll

Quality and
comprehensive services
are necessary for
students to progress
and reach their
full potential.

children with special needs
in the most appropriate
school placements.

Many different aspects
must be carefully examined
to ensure that each child
who is blind or multi-
handicapped receives the
planning and services that
are required in a student's
individual education plan
(IEP). Quality and
comprehensive services are
necessary for students to
progress and reach their full

potential. "Our mission,"
says Director, Kevin J.
Lessard, "is to provide all
children who are blind,
visually handicapped, multi-
handicapped or deaf-blind
with comprehensive and
quality programs." However,
what is best for one child
may not be the most
appropriate placement for
another child.

Diagnostic Evaluation
Services are geared to
students enrolled in public
school systems, as well as
students applying to Perkins
for admission. "Ideally we
structure and design a
program for whatever school
setting parents may choose
for their child," says Lessard.

More often, school
systems are finding a need
for this comprehensive
evaluation service. Every
student with special needs
must be evaluated at least
every three years in order to
keep abreast of a child's
changing program and
clinical needs.

This team approach integrates educational and clinical specialties.
Rather than looking at just one aspect of a child, a Perkins evaluation
is comprehensive.

Jennifer Barrow, a student
from Connecticut, shows
off her kitchen skills during
a home and personal
management assessment.

Perkins evaluates over
100 students a year
throughout the United
Slates, with the majority of
referrals coming from
Massachusetts and other
New England States.
Students, aged 3-22, are
referred by a variety of
sources, including parents
who have heard about
Perkins, local school
districts, state agencies,
human service agencies
and student and parent
advocates. After being
referred to the Diagnostic
Evaluation Program,
students begin a consistent
and thorough process with

Perkins staff to determine
their specific and individual
education and clinical
needs.

The evaluation process
is based on a team approach
which has proved to be very
successful. "Much like most
of the teaching that is done
here at Perkins, it is the
interdisciplinary team
approach that makes the
evaluation program so
strong," says Christopher
Underwood, Supervisor of
Diagnostic Evaluation
Services. "Being able to
share information with each
other helps everybody." This
team approach integrates
educational and clinical
specialties. Rather than
looking at just one aspect of
a child, a Perkins evaluation
is comprehensive. "We look
at each student as a whole
person," confirms Chris
Underwood.

Each Program at
Perkins has an evaluation
team composed of clinical
staff and teachers —
professionals who are
immersed in the service
aspect of special education
on a daily basis. Maintaining
a core group of
professionals with many
years of experience in each
Program means that
diagnostic evaluations are
accurate and consistent.

Each Program at
Perkins has an
evaluation team
. . .professionals who
are immersed in the
service aspect of
special education
on a daily basis.

Both the age and abilities of
any particular child will
determine which Perkins
Program will perform the
evaluation.

The process begins with
a pre-evaluation meeting of
the Perkins staff to discuss
background information

provided by the referral
agency or school. If the staff
determine that Perkins has
the resources to properly
evaluate a student, the child
is invited to the Perkins cam-
pus for a one or two day
evaluation period. For
students and their families
who come from a distance,
Perkins is able to offer
accommodations on
campus.

Students are usually
accompanied by a parent
and/or a teacher. During
the actual evaluation,
children are involved in
several one-on-one testing
sessions. Each member of
the evaluation team meets
and assesses the student in
their area of professional
expertise. For some this
means determining
cognitive and academic
levels or observing social
skills, and for others this
entails diagnostic tests in
communication, physical,
occupational and speech
therapy, and many other
specialized areas.

Michelle • — •

Eight-year-old Michelle, fondly
known as "Shelly," lives in rural
Winchester, Kentucky with her foster family,
Claire and Thomas Muller, two brothers
and a sister. Shelly is a bright and happy
child who is deaf and blind and she is also
medically fragile. Claire Muller has been
home-schooling Shelly for the past two
years. Although Shelly is non-verbal, she can
communicate with facial expressions and
some sounds. During this time, Claire and
Shelly have been working on
communication skills, and have come to a
point where Shelly is ready for a more
comprehensive education program.

Shelly needs a teacher who is trained to
edticate people who are deaf-blind to work
with her on communication and cognitive
activities. Her foster mother had a difficult
time finding resources that would provide
Shelly with a complete diagnostic
evaluation. "I had no idea what direction to
go in," says Claire Muller, who exhausted all
of the resources she could find. Finally the
Mullers were referred to Perkins and, after
corresponding with Chris Underwood,
Supervisor of Diagnostic Evaluation
Services, brought Shelly to Watertown this
past December.

Shelly now has the intensive evaluation
required to get the individualized services
that she needs. The Mullers were impressed
with the specificity of the evaluation.
Whoever is assigned as Shelly's teacher
already has a head start. "I cannot find
anything in the evaluation that I would not
wholeheartedly agree with," says Claire

Midler. "That is a nice feeling." In the
report, a member of the evaluation team
believes that "once Shelly is exposed to a
formal education program she will show
significant progress." A full day of school,
with organized and structured activities
available to Shelly on a regular basis, was
recommended. This evaluation will create
opportunities for Shelly to receive the
attention and individual services that she
needs to reach her potential.

Meanwhile, a teacher from a
neighboring county is working with Shelly
on a temporary basis two hours a week. A
college student in the area, who is studying
deaf-blind education, also visits for three
hours. With these limited services, Shelly
has already begun to learn some signs, such
as the letter "R" to represent piggyback ride.

"Shelly first rebelled against learning.
Knowing that she can communicate, she is
much happier doing work," says her foster
mother. "Shelly loves the power of commun-
ication. She knows she can get results." «$►

Chad

"AS PARENTS, WE ALWAYS WANT THE BEST

FOR OUR children," says Eileen Howard,
mother of 18-year-old Chad. When Chad
was a high school junior, Mrs. Howard
became concerned that her son was not
receiving sufficient attention in school.
"The school wasn't prepared to deal with my
son's vision problem." Chad is visually

Diagnostic evaluations
are also available at the
Perkins Outreach Satellite
Offices in Hyannis and
Northfield, Massachusetts
on an itinerant basis. Staff
covering cities and towns in
Western Massachusetts,
Cape Cod and the Islands
provide specific
recommendations in the
areas of orientation and
mobility, educational
services and adaptive
technologies.

"The evaluation
process gives staff
the opportunity to
work closely together. .
You're not just
looking at a
student from your
own discipline —
you see other
perspectives. "

Although members of
the evaluation team meet
individually with students.
Sue Edwards, a member of
the Lower School evaluation
team, reiterates, "it's
definitely a cooperative
effort and helpful that we
can talk to each other." If
time permits, evaluators may
observe their colleagues'
assessments to supplement
their own results and make
an effort to further acquaint
themselves with the student
in an informal setting
during recess or mealtimes.
"The evaluation process
gives staff the opportunity
to work closely together and
observe other specialized
areas, which benefits
everyone involved. You're
notjust looking at a student
from your own discipline —
you see other perspectives,"
states Barbara Mason,
Supervisor of the Deaf-Blind
Program.

When an evaluation is
complete, the team gathers
as a group once again to
share information and
exchange ideas. Barbara
Mason adds, "the evaluation
team learns a lot from each
other. We pool our creative
resources around children,
which is what we do best."

Perkins makes sure that
a comprehensive overview of
a student is obtained with a
flexible approach. Interviews
with parents and current
teachers are always
beneficial, as is visiting a
student's present
educational program if
necessary. "Everything is
taken into account," says
Sue Edwards, "so we get the
full picture." Together, the
team comes to a consensus

A comprehensive
overview of a student
is obtained with a
flexible approach. . .
"Everything is taken
into account, so ive
get the full picture. "

about recommendations
that are in the best interest
of each student who is
evaluated. When the
recommendation includes
admission to Perkins, it is
discussed with the Director
of the School.

Following the
evaluation, each member of
the evaluation team writes a
report concerning their area
of expertise. In their report,
each professional discusses
the student's background,
behavioral observations,
learning style and the
specific results of their
testing. "We write our
reports for the teachers who
will be interacting with the
students in their classrooms
and for the parents who will
relate to their children in
the home environment,"
says Edwards, who also has
experience in public school
classrooms. "Many parents
of students enrolled in
public schools are not
familiar with all the
resources that are available,
and they rely on us for
information regarding
specific activities and
locations where braille
materials are available."

handicapped due to complications related
to premature birth. Although he can ride a
bike, he has no peripheral vision, and Chad
is considered legally blind. Chad says he was
"frustrated easily" in school.

Dissatisfied with Chad's educational
placement, Eileen Howard contacted the
Diagnostic Evaluation Services at Perkins,
where her son had participated in several
Outreach Teen Weekends. "It is important
to believe that with the right support
services your child can fit in," states Mrs.
Howard.

In 1991, after meeting Chad, Perkins
Secondary Services Program evaluation
team recommended a specific education
program tailored to meet Chad's individual
needs. This report was forwarded to his
North Shore high school to give his teachers
a better understanding of Chad's abilities
and the support services that he would need
to excel in his public school setting. Perkins
recommended a program that would
include study skills training, adapted
physical education, mobility training and
increased low vision services.

As a result of the evaluation, Chad's
school provided equipment for him, such as
a CCTV which enlarges print, making it easi-
er to read. In addition to adaptive
equipment, he received specialized vision
services, including instruction in mobility
and occupational therapy. Before the
evaluation, Chad only saw a vision specialist
once a year. Because of this additional
guidance, his mother noticed a big
difference. "Chad became more confident,
his self-esteem grew, and he became more
mature." Academically, Chad progressed at
a much faster rate and was able to graduate
with his class. Without the evaluation at
Perkins, his services would not have been
improved, but would have continued as they
had for many years. "Parents have to under-
stand that Perkins evaluations are not just

for students who are multi-handicapped,"
says Eileen Howard.

Today, Chad is taking courses at
Northern Essex Community College.
According to Chad, he is now "ready to take
college level classes."

♦

Sharice <-~~->

Sharice Martinez was referred for
admission to the deaf-blind program at
Perkins by a placement specialist in the
Boston Public School system. The Martinez
family is from Dorchester, Massachusetts
and was looking for an appropriate school
placement for Sharice. She was not enrolled
in a program at the time. Sharice, five years
old, is visually handicapped and has a severe
hearing loss due to premature birth. Verbal
and written reports, provided to Perkins
prior to her evaluation, indicated that
Sharice was deaf and blind with
developmental delays.

When Sharice came to Perkins, a
different picture emerged. Once the
Perkins staff had an opportunity to work
with her, they quickly came to the
conclusion that the Deaf-Blind Program

After taking into
consideration each pro-
fessional's assessment and
recommendations, a
final report is compiled.
Recommendations are
extensive, including sug-
gestions regarding a
student's present and
future educational
placement as well as
suggestions for activities
and reference materials.
This kind of knowledge can
be invaluable for anyone
working with the child,
whether it be a parent,
Perkins staff or a teacher in
a public school system.
With a clear understanding
of their child's abilities and
needs, parents are better
able to participate in
designing the most
appropriate education
program for their child.
One father from
Pennsylvania recently
expressed his thoughts on
the Perkins Diagnostic
Evaluation Program in a
letter. "The report is very
thorough in identifying
educational, social and
independent living
needs. ..Thanks to the staff
at Perkins, we will be able
to develop an appropriate
education program for
my son beginning this
school year."

With a clear under-
standing of their
child's abilities and
needs, parents are
better able to participate
in designing the most
appropriate education
program for their child.

Students who are
evaluated specifically for
admission to Perkins
benefit greatly from an
updated diagnostic
evaluation. "If a student is
admitted to Perkins," says
Barbara Mason, "we have
already developed the
primary goals for that
student. It provides a good
base to build on." For
academically oriented
students, individual educa-
tion plans may include
some mainstream classes at
nearby Watertown High
School.

Perkins diagnostic
evaluation teams are
committed to ensuring that
children who are blind,
visually handicapped, deaf-
blind or multi-handicapped
benefit from the evaluation
reports prepared for
parents and school systems
throughout New England
and the United States.
Parents of these children,
and professionals who work
with them, are provided
with a better understanding
of students' abilities, thus
allowing them to make
more educated decisions
concerning their present
and future needs. Chris
Underwood, Supervisor of
Diagnostic Evaluation

Services, feels,
"it is rewarding to think
that we are providing and
promoting comprehensive
and quality services for
children who have special
needs throughout our
country."

Music can bring out
a student's strengths.

might not be the most appropriate program
for Sharice. Although she had been
portrayed as a student who was deaf and
blind, her verbal responses and an obvious
understanding of surrounding sounds
suggested that she might be better suited
for the Lower School Program. A thorough
and comprehensive evaluation of Sharice's
abilities and needs was completed and she
was accepted by Perkins in January 1994 as a
Lower School student.

Sharice is now a day student in a
classroom with two other children, six and
seven years of age. Among other things, the
evaluation report emphasized that Sharice
would benefit from a language-based
classroom where she could interact with her
teacher, as well as with her peers. Paula
Witham, Sharice's current teacher, says, "we
create an environment based on language
and hands-on activities." In the classroom
they play social games that incorporate
language and peer interaction.

"In terms of planning," confirms Paula,
"Sharice's evaluation was a valuable

resource." Sharice has functional
peripheral vision, enabling her to
move around her classroom inde-
pendently. "One of our goals,"
says Paula, "is to teach Sharice to
use her remaining vision to the
greatest extent possible."

"Since being enrolled in the
Lower School Program, Sharice
has made noticeable progress,"
says her mother Maria Martinez.
"She speaks more frequently in
complete sentences and sings
songs more often." With the
help of her teacher, Paula
|W^ Witham, Sharice will continue
to work towards the goals that
are written into her individual
education plan. ♦**

Giving Hope,
Building Futures

Students learn to
associate sounds
with objects by
playing musical
instruments.

With the support of the Edwin
Phillips Foundation, the
Perkins Infant/Toddler
Program has enriched the lives of children
and their families in Plymouth County,
Massachusetts. Since 1988, through a series
of five generous grants, the Phillips
Foundation has enabled Perkins to provide
specialized services to over seventy-five
blind and visually handicapped children
and their families in nearly twenty towns in

Plymouth County. The program's primary
focus is to enable these children, ages birth
to three, to live in their own homes in
Plymouth County where they receive
education and specialized services. This
home-based component is the cornerstone
upon which the Perkins Infant/Toddler
Program is built. Home visits are made
on a regular basis and center on the
combined efforts of the teacher and family
to enhance the special abilities of their

visually handicapped child. As one father
said, "Perkins has helped us focus on what
our baby can do; not what she can't do."

The Phillips Foundation was
established in 1919 by Edwin Phillips, a
farmer and horticulturist in the town of
Marshfield. It was his dream to build a
home for crippled children on his 41-acre
homestead. Seventy-five years later, the
Foundation's first priority is to provide
funds to programs serving children within
the town of Marshfield; second in
Plymouth County and, finally, for children
living anywhere in the Commonwealth of
Massachusetts.

"The children enrolled in the Perkins
Infant/Toddler Program in Plymouth
County are referred by sources such as the
Massachusetts Commission for the Blind,
early intervention programs, doctors or
even parents who have heard about
Perkins. A social worker travels to the
family's home to make the initial contact
and to determine the needs of the family
and the child," says Tom Miller, Supervisor
of the Infant/Toddler Program.

Because infants and toddlers cannot
always communicate verbally, parents,
teachers and doctors assess each child's
vision through a variety of functional
vision assessments. Jean McCauley, mother
of 16-month-old Rachael from Rockland,
Massachusetts, comments, "We're not sure
how much vision Rachael has, but we have
determined that she has some light
perception. When she receives her glasses
this month, we think she will also be able
to see some shadows."

"We visit the home as often as the
child needs services," says teacher Linda
Collins. "We visit some children once a
month and others as often as every two
weeks." Direct services are provided by a
teacher who works closely with both the
child and the family in their own home.
Together they design activities to help
develop motor skills, promote body

awareness, and provide sensory
stimulation — all essential to future growth
and development.

"Parents are a great source of
information," says teacher Charlene
Laferrera. "I learn a good deal from all the
parents I work with and use that
information with other children that I
visit." Tom Miller sees the parents as an
integral part of the team. "We get many
ideas from parents because they are the
ones who know their children best."

In the home, teachers work with the
infant or toddler on activities to promote
the use of the child's remaining vision. "I
try to use objects that make noises so that
the child can connect
a sound with an
object, like a horn or
a rattle. We want
their eyes to localize
the sound."

Depending on
the individual
student, teachers set
goals and objectives
for both the child
and the parents. "We
teach parents how to
work with their
children to better
develop their skills,"
says Charlene
Laferrera. "We want
children to reach out
and interact with
people in their own
environment so they
will learn to explore."
Another Perkins teacher, Linda Collins
explains, "Some of our suggestions are as
basic as changing the infant's position in
the crib so that he or she can see the room
from all different angles."

Children who are visually
handicapped are stimulated by high
contrast, light, sound, texture, reflection

Jake Fraser
prepares food for
snack time luith
Perkins staff
member Pauline
Kelly.

Jean McCauley
from Rockland,
Massachusetts
interacts with her
daughter Rachael.

and shiny objects. "It's important to make
parents aware of how children use their
vision while playing," says teacher Paula
Kosior. "I have an apron embroidered with
beads, bells, and textures such as fur, felt
and corduroy. Rachael loves it when I wear
the apron because she can feel all of the
objects," says Jean McCauley.

Simple adaptations like adding white
or fluorescent tape to a toy can make it
more interesting to a child. Some families
have black and white patterned contact
paper on their white kitchen floor to
enhance the contrast. Shining light on
reflective toys or placing a light source
behind children helps them to focus on a
task. Because children who are visually
handicapped respond so well to shiny
objects, many parents drape reflective
paper around their child's crib.

In addition to home-based services,
the Infant/Toddler Program also provides
center-based services at Perkins. One
morning each week infants, toddlers,
parents, teachers, siblings, social workers
and clinical specialists meet on the Perkins

campus for "School Day."

Each "School Day" begins with "Circle
Time," a welcoming exercise where
everyone in the program forms a circle,
sings songs and greets one another. After
this activity, parents update teachers and
clinicians on any changes in their child's
development since the last meeting and
about skills they have been working on at
home. Teachers and clinicians build upon
these same skills during the child's school
day. Parents then have the opportunity to
talk with social workers while the infants
and toddlers work one-on-one with staff,
incorporating sensory, language, play and
movement activities.

"We plan our activities based on
themes," says Paula Kosior. "Recently,
while working on names, we played with
magnetic letters on cookie sheets, painted
our names on T-shirts, and made letters
out of Play-doh. Morning activities are a
time for the infants and toddlers to learn
and share while the parents receive
support. "It is also a chance for children to
be with other children in a different

environment,"
adds parent
counselor Jocelyn
Chemel. "Infants
and toddlers are
stimulated by the
new toys, voices,
and most of all by
the sounds of the
other children."

While the
children are busy
with their
teachers, parents
get together as a
support group.
"Often the parents
that we work with
are the only

parents in their town who have a child who
is visually handicapped, and they feel
isolated," says Jocelyn Chemel. "Our main
focus is to provide support and
encouragement." Parents have the
opportunity to talk with each other about
issues which deal with the emotional and
educational implications of living with a
child who is visually handicapped. Program
Supervisor, Tom Miller adds, "Parents
sometimes feel alone because they have
concerns that are are different from most
families. The supportive atmosphere
during these meetings helps parents to
cope with the stresses involved with raising
a child who has a visual handicap." Parents
David and Maryellen Mulkern, of
Bridgewater, Massachusetts, look forward
to their morning at Perkins. "It's a great
time for us to get support from other
parents who are going through similar
experiences with their children as we are
with our nine-month-old, Morgayne. It's
helpful to see the other children in the
program who are at different stages of
development."

At noontime, parents speak with the
staff member who worked with their infant
during the morning to discuss their child's
progress and any concerns they may have.
Parents always have the opportunity to ask
questions about the development of their
child. "We need to keep the lines of
communication open," adds teacher
Charlene Laferrera. "It's important
because we are all part of the same team."

Once these toddlers reach the age of
three, they are ready for their next step,
preschool. To ease this transition, the
Perkins Infant/Toddler Program begins
preparing toddlers for a preschool
program six months in advance. "All of the
professionals who provide services to the
child, their parents, and a representative
from their local school district meet to

Top: The Mulkem family
visits Perkins for "School
Day" every Thursday.
Left: Morgayne explores
different textures outdoors.

determine which program will best meet
the child's educational needs," says teacher
Linda Collins. "We visit the available
programs with families and professionals
from the early intervention program to
provide a smooth transition and to ensure
that the child will receive appropriate
education services," says Paula Kosior. "I
remind the parents that my services may
stop when their child turns three years old,
but my support does not."

And without the support of the Edwin
Phillips Foundation, over seventy-five
children from Plymouth County would not
have had the opportunity to receive the
caring, support and expertise that the
Perkins Infant/Toddler staff have to offer.
Thanks to the vision of the Edwin Phillips
Foundation, many visually handicapped
infants and toddlers in Marshfield and
Plymouth County have a wonderful
opportunity to explore all the things they
are capable of accomplishing.

Reflections

Perkins people and happenings
on campus and abroad

Happy Endings,
New Beginnings

February 14th marked a
very significant day in the
Samuel P. Hayes Research
Library. After two and one-
half years of hard work, the
Research Library is
equipped with a state-of-
the-art computerized data
base called "Search Magic."
This program catalogs all
materials in the library
ranging from books,
magazines and journals to
microfiche, government
publications and
conference reports. With
the help of many people,
27,361 listings have been
entered into the data base.

This advanced software
not only stores the infor-
mation but also compiles
the accessions list, keeps
track of books taken out of
the library, and even sends
out overdue notices.

"The goal is to make
our information easily
accessible and user-
friendly so that everyone
can benefit from it,"
comments Ken Stuckey,
Research Librarian. "We
hope that patrons will find
the Samuel P. Hayes
Research Libraiy data base
a pleasure to use."

An Act of Kindness

When Perkins parents
Barbara and Donald
Leone hosted a birthday
party for their son Jason
and his friends at a local
Waltham restaurant, they
never expected this kind
of celebration.

The festivities began
with a Perkins chorus
member leading the group
in "Happy Birthday" fol-
lowed by a cheer, excite-
ment and pizza. During
their meal, Barbara was
approached by an elderly
couple also dining at the
restaurant who had been
observing the party. "They
told me how touched and
impressed they were by
these young adults and
Perkins staff." As they
turned to leave, they
generously left a $100
donation for the students
at Perkins.

Many thanks to this
wonderful couple, who
wished to remain
anonymous, for sharing
their own good fortune
with our School.

Achieving
Independence

Three cheers for John
Gerstenfeld, Michael
Latour and Debra
Ravenalle, clients from
Community Living
Services, who were
honored at the 14th
Annual Recognition Night
sponsored by Bay Cove
Human Services, Inc.
"The theme of the
event and the reason these
clients were honored
go hand-in-hand," says
Rebecca Harrigan,
Residence Manager, who
submitted an impressive
essay about the achieve-
ments of these individuals.
"These clients live and
work independently
and were chosen because
of the progress they
have made."

Following an award
ceremony, the night
continued with dinner and
dancing.

x0$

Cassette Available

The Lantern is available in
print, braille and now on
cassette. For information
please contact: The Editor,
The Lantern, 175 North
Beacon Street, Watertown,
MA 02172 or call
(617) 972-7339.

Perkins Predicts...

On Groundhog Day the
Scouts at Perkins had their
own method of forecasting
the weather. After reading
a Chinese myth that says
water buffalo are weather
prophets, the students
participated in an old
Chinese game. Different
colored pieces of
construction paper
symbolize rain, wind, hot
or cold. Students took
turns picking the small
pieces of paper out of a
hat and attaching them to
a large cut-out picture of a
water buffalo. Once the
animal was fully covered,
the students counted the
pieces of construction
paper, keeping track of

how many there were of
each color. According to
the myth, the color that
appears most often
determines the overall
weather. The results were
as follows: the Lower
School Scouts predicted a
cool, windy summer with
little rain, while the
Secondary Services Scouts
predicted a cool summer
with some hot days. We'll
have to wait and see who is
right this spring and
summer — Lower School,
Secondary Services, or the
groundhog!

Perkins Astronauts
Blastoff

Delis Etienne and
Marybeth Gilchrest, two
students from the
Secondary Services
Program, blasted off to
Huntsville, Alabama this
winter to attend a week-
long Space Camp
sponsored by the Space
Academy. One hundred
three students from all
over the country were
divided into teams to work
together to act out two
missions to space. Playing
the role of mission
director to ground
control, the students
followed scripts and
learned their positions
first-hand. In addition,
they participated in
activities such as building
model rockets, climbing
without gravity, and even
experiencing weight-
lessness in an underwater
program. "The week was
so intense that the
students dressed in space

suits and lived in habitats
designed as future space
stations," says teacher
Paula Huffman. "We had a
wonderful time and look
forward to next year."

Tooting Your
Own Horn

Students from the Lower
School and Secondary
Services enjoyed a winter
afternoon filled with
music. Philip Drinker, a
local woodworker, shared
his latest work with the
students. He brought
along a conch shell, a
French horn and
an "alphorn,"
sometimes
known as a
Suisse alpine
horn. After a
demonstration,
students were
given the
opportunity
to play the
unique wind

Holiday Jubilee

To get in the holiday
spirit, the Deaf-Blind
Program once again
hosted their Annual
Holiday Jubilee in the
North Building. Ten
classrooms shared their
enthusiasm by presenting
songs, yuletide scenes,
skits, holiday games and
a slide show. An after-
noon filled with fun was
the perfect celebration
before the
students
returned
home for
the holidays.

instruments. They enjoyed
listening to Philip's tales,
while learning about the
history of the Suisse horns
and how they are hand-
crafted from start to
finish — they can even be
created from a tree in your-
own backyard!

Wfvr, ^

,/ i

.iwHI

Seniors and Sight
Loss Conference

Thursday April 21st
marked the first
conference of its type at
Perkins. In collaboration
with five area agencies
serving elders who are

Perkins Hits
The Slopes

"No Guts, No Glory" is the
motto of this year's
Perkins Ski Program.
Traveling to Nashoba
Valley Ski Area in
Westford, Massachusetts
one night a week, the ten
skiers bundle up for an
evening of fun and
exercise. Each student
works with an instructor
on individual goals, like

visually handicapped,
Perkins hosted a con-
ference for professionals
who work with seniors to
inform them of the
resources available in the

improving form or
tiying out the chair
lift. Perkins
volunteer Mary
Clark says, "all of us
are treated like
royalty. The staff at
Nashoba really
enjoy the students,
and the ski

program is an important
part of Perkins."

Boston area.

Lillian Glickman,
from the Massachusetts
Executive Office of Elder
Affairs in the Common-
wealth of Massachusetts,
delivered the keynote
address, which was
followed by presentations
and lectures in both Low
Vision and Orientation
and Mobility. In addition
to the speakers nearly
fifteen exhibitors,
representing agencies that
serve an elder population,
displayed their programs
and services. "We are
pleased that people were
able to speak with a variety
of professionals from
different agencies in one
setting and hope that
services to elders with
visual impairment will
improve because of these
contacts," comments Beth
Caruso, Supervisor of
Perkins Outreach Sendees.

Remembering
Brittany

Perkins recently received
several gifts in memory of
Brittany Knowles, a former
student of the
Infant/Toddler Program.
These generous
contributions made it
possible to purchase a new
indoor play structure that
the children in the
Infant/Toddler Program
enjoy during their school
days. A brass plaque with
Brittany's name in print
and braille is proudly
displayed on the
equipment.

Grease Lightning

Step aside Perkins
students, here come your
teachers as "the Greasers."
A spoof on the musical
Grease was performed on
Friday, April 8th by
Perkins staff. The
production was adapted
and "personalized" to
Perkins by making
humorous changes both in
the script and in the lyrics.

Cardboard
Carpentry

With some
creativity,

cardboard, wooden
nails, and glue can
be very valuable to
children who are
multi-
handicapped.
Perkins Adaptive
Design Specialist,
Alex Truesdell says,
"it can change
their worlds."
Truesdell traveled
to Mandellin,
Colombia this past
January to hold a
workshop demonstrating
how to create inexpensive
and durable adaptive
equipment. "Some
students have never had a
chair that suits them
appropriately in their lives
This adaptive equipment
makes them functional."

Together Alex and Luz
Elena Tirado, a 1989
graduate of the Perkins
Educational Leadership

Program, worked for
fifteen days to develop
adaptive seating and
positioning equipment
with parents, volunteers
and professionals.
Truesdell continues, "I
learned that we can solve
many problems without a
lot of money. We just need
determination."

The cast involved
everyone from
teachers and
administrators to
cottage staff. After
weeks of practice,
musical director
Barbara Schohn
comments, "We came
together to have fun and
celebrate the times we
have at Perkins."

Life Income Gifts:

Financial Security for You
and for Perkins

If you would like to explore the possibility
of increasing current income, saving on
current taxes and eliminating, reducing or
deferring capital gains taxes all while
supporting the important work taking
place at Perkins, please consider the
following giving opportunities.

Charitable Gift Annuities

Charitable gift annuities offer the
opportunity for friends of Perkins to make
a gift that will provide them with income
for life at fixed interest rates that compare
quite favorably with current money market
and certificate of deposit rates. These fixed
rates increase with the age of the donor.
For example, a 75-year-old could establish
an annuity that would pay 7.7%, while an
85-year-old would get 10.0%. Please see the
chart on the following page for a complete
list of the rates. In addition to increasing
current income, charitable gift annuities
offer the following benefits:
■ — • income for life at a fixed rate of

return;
<— ~* a portion of the income is tax-free;
• — ■ a portion of the gift annuity is

immediately tax deductible;
<-^ if appreciated property is used to

fund the gift annuity, capital gains

taxes are reduced;
■ — ■ a two-life charitable gift annuity can

also provide life income for a spouse,

family member or friend.

Deferred Charitable Gift Annuities

Younger donors, in their forties, fifties or
early sixties often do not consider
themselves candidates for making life
income gifts. With deferred gift annuities,
however, these donors also have the oppor-
tunity to do good for Perkins while doing

well for

themselves and

their families.

Many of these

individuals

have incomes

which place

them in the

highest tax

brackets. They

may not need

additional

income now,

but may want

or need to

augment their future retirement income.

Establishing a deferred charitable gift

annuity provides an immediate income tax

charitable gift deduction while also

providing income at retirement when it

may be taxed at a lower rate. For example,

a 45-year-old donor who establishes a

deferred charitable gift annuity with

payments not scheduled to begin until

retirement at age 65 would be paid 18.1%.

Other rates will be provided upon request.

The deferred charitable gift annuity
can prove to be a very useful retirement
planning tool that also benefits future
generations of Perkins students. As with
the charitable gift annuity outlined above,
benefits include:
<— -> income for life at a fixed rate of

return;
• — ■ when the payments begin, a portion

of the income is tax-free;
• — ■ a portion of the gift annuity is

immediately tax deductible;
<~^ if appreciated property is used to

fund the gift annuity, capital gains

taxes are reduced;
• — ■ a two-life deferred charitable gift

annuity can also provide life income

for a spouse, family member or

friend.

Provisions of the 1993 Tax Act make
using appreciated securities to establish
any of the life income gifts discussed above
more appealing than in past years.

To establish a charitable gift annuity, a
deferred charitable gift annuity or to make
a pooled life income fund gift, the
minimum amount needed is $5,000.

If you have questions or would like
additional information regarding any of
the above giving opportunities and how
they might relate more specifically to your
situation, please contact Bill Brower in
the Perkins Development Office at
(617) 972-7336.

Perkins Pooled Life Income Fund

Similar in concept to a charitable mutual
fund, the Perkins Pooled Life Income
Fund was recently paying nearly 7.0%.
Although this rate and the income paid to
participants in the fund fluctuates with
market conditions and is fully taxable,
some donors view the variable rate as a
hedge against inflation. Also, the Pooled
Income Fund is especially attractive for
donors who plan to fund their gift with
appreciated securities, as federal income
tax deductions are based on the current
market value of securities while capital
gains taxes are eliminated. In addition to
paying a stream of income for life, benefits
of a gift to the Perkins Pooled Life Income
Fund include:
' — ■ income for life at a variable rate of

return;
— -• a portion of the pooled fund gift is

immediately tax deductible;
■ — > if appreciated property is used to
fund the pooled fund gift, capital
gains taxes are eliminated;
• — ■ a two-life pooled fund gift can also
provide life income for a spouse, fam-
ily member or friend.

Gift Annuity

Rates

Sing

LE L I F E

AGE

RATE

AGE

RATE

5.7%

6.9%

5.7

7.1

5.8

7.2

5.8

7.3

5.8

7.5

5.9

7.7

5.9

7.9

6.0

8.1

6.0

8.3

6.1

8.5

6.1

8.8

6.2

9.1 '

6.2

9.4

6.3

9.6

6.4

9.8

6.5

10.0

6.5

10.2

6.6

10.4

6.7

10.6

6.8

10.8

90-over

11.0

Adopted by the Conference on Gift Annuities,
(1993).

Please write or call for rates for two persons.

Perkins School for the Blind
175 North Beacon Street
Watertown, Massachusetts 02172-2790
(617) 972-7336

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and
caring individuals to help the multi-handicapped children and adults who benefit
from our programs and services. The gifts and bequests of Perkins' friends make
it possible for the school to sustain the excellent quality of services that has been
the Perkins hallmark for more than one hundred and sixty years.

While a few foundations and government grants enable Perkins to initiate
new programs, the consistent support of donors makes it possible for us to
continue our academic, residential, and home-based programs for the many
students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the
following form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a
corporation duly organized and existing under the laws of the Commonwealth of

Massachusetts, the sum of dollars ($> ), the same to be

applied to the general uses and purposes of said corporation under the direction
of its Board of Trustees; and I do hereby direct that the receipt of the Treasurer
for the time being of said corporation shall be sufficient discharge to my
executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

Trustee Retires

Mrs. Mason Fernald has been one of the
twelve Trustees of Perkins since 1971, moving
here from Philadelphia where she had been
active as a Trustee at the Overbrook School for
the Blind. She has been Vice President of the
Board since 1979; and, as Chair of the Program
Committee, has been closely involved in the
continuation and expansion of the many
programs and services Perkins provides for
our students.

Mrs. Fernald has decided to retire from the Board of Trustees, and
takes with her the very best wishes and deep appreciation of all those at
the School, particularly the students whom she has served so well over
the years. Her commitment and dedication to the School will always be
remembered.

In Gratitude

Perkins School for the Blind
gratefully acknowledges recent
donations in memory of:

Joseph Adamowiez
Charlotte Horner Adler
Geiirude Ames
Elsa Anderson
Alice Benoit
Charles E. Boyle
Lionel B. Brooks, Sr.
Louis William- Caprio
Helen C. Cook
Dorothy E. Coltam
Loiuse C. Crandall
Elizabeth Creech
Ellen Fahey
Anne A. Ford
Winona Foster
Wesley W. Gage
Elizabeth Goodermote
Margit Gomer
George Greene
Irene M. Gorrie
Adler Hanson
Leopold F. Harnois
Mary Hulsen
Frances Lavoie
Elizabeth Leonard
Claire Levin
Paul Luttenberger
Viola MacKinnon
Pauline Matte
Alvin Mazzoli
Anne M. McDonald
Frances Martin Montt
Richard Novia
Jean Oliva
Edward Pesson
Joseph Piantedosi
Vincent C. Quinlan
Thelma Rand
Max Raser
Miguel Ruiz
Helen Russell
Ann Saganey
Ron Salvo
Stephen Serani
Gertrude Stenquist Sinclair
D. Sullivan
Vivian Swimm

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. 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
Education and Mental Retardation
and by the Commonwealth's Office
for Children.

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to
all the rights, privileges, programs,
and activities generally accorded or
made available to students at the
school. It does not discriminate
on the basis of race, color, creed,
national or ethnic origin in the
administration of its educational
policies, scholarship and loan
programs, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Jen nifer Brewster
Assistant Editor: Deirdre Carty

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

FALL

19 9 4

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

On October 6, 1994, the Conrad N. Hilton Building was dedicated here on
our campus. Eddie Martinez, a student in our Deaf-Blind Program, spoke
on behalf of all the Perkins students and staff. Standing on the same stage as
President George Bush, Eddie expressed the pride and delight of our student
body as he addressed the President and Mr. Hubbs, President of the Hilton
Foundation. He signed, "All of the students in the Deaf-Blind Program are
proud that our building will be named in honor of Conrad N. Hilton."

Conrad Hilton was a wise and insightful man who recognized that children
who are multi-handicapped blind and deaf-blind need encouragement, support
and love.

Through the efforts of the Hilton Foundation, which he established prior to
his death, Mr. Hilton has supported the development and expansion of

programs and services for young children and their
parents and families. Throughout the United States
and in developing regions of the world, colleges and
universities are expanding teacher training programs
under the auspices of the Hilton/Perkins Program and
materials and curricula have been developed for teachers and parents.

Conrad Hilton would be proud of all the students at Perkins School for the
Blind, and he would be pleased to know that children are now being better
served here in the United States and around the world as a result of the cooper-
ation between Perkins staff and the Hilton Foundation.

The Members of the Perkins Board of Trustees and the Directors of the
Conrad N. Hilton Foundation, who gathered together at Perkins on October
6th, join me in expressing our thanks to President George Bush for sharing a
special day with all of us.

LA Day to Remember

Cover photo: President George Bush
meets members of the Perkins Upper
School Chorus during a recent visit
to our campus.

Kevin J. Lessard, Director

A Day to Remember

And a wonderful day
it was. The visit of a
former President sent
an air of excitement
over the campus while
we dedicated a buildim
"to a man who made
sure his faith, love and
devotion carried on
after his
death."

Graduation

Graduation seems
long ago, but the
memories still linger
at Perkins. Graduation
speaker, Rev. Brinton
W. Woodward, Jr.
spoke directly to the
graduates, taking them
"to the land of Oz"
during his commence-
ment address. Around
the campus some of
the younger students
experienced their
first commencement
and Educational
Leadership Program
participants bade
their farewells.

Reflections

See Perkins students
and clients excel in
school buses, boats and
on foot. Watch them in
the community, in the
garden and on the
stage. Find out about
an awesome alumnus
and other generous
friends of Perkins.

Planning for
Your Future

There are many ways
you can contribute
to Perkins this year.
Discover the different
options available to
donors.

The Lantern

Volume LXFV, Number 1
Fall 1994

Contents

"At fifteen... another
girl entered my life,
a girl i was never to
meet or even see, yet
she had a decided
hand in forming my
thought processes.
Her name was Helen
Keller... I regarded
Helen Keller and her
accomplishments
with an awed admira-
tion i have never

LOST."

Conrad N. Hilton, 1919

Conrad N. Hilton was a generous
and caring man. whose memory is now
honored by a building at Perkins.

A Day to Remember

"W.

E ARE PROUD TO NAME OUR BUILDING
IN MEMORY OF CONRAD N. HlLTON. He WAS A WONDERFUL MAN..." SAID AMY

Caliri, a student in the Perkins Deaf-Blind Program. All of the
students and staff who are part of the Perkins community will not
likely forget october 6, 1994, a day to celebrate the wonderful
contributions of Conrad N. Hilton and President George Bush.
Built in 1970, the Conrad N. Hilton Building is located on the

NORTH SIDE OF THE PERKINS CAMPUS. AMONG ITS MANY FUNCTIONS, THE
BUILDING PROVIDES CLASSROOM SPACE FOR CHILDREN WHO ARE DEAF-BLIND,
A PLAY AREA FOR INFANTS AND TODDLERS WHO ARE BLIND OR VISUALLY
HANDICAPPED,
AS WELL AS
MEETING AND

IN-SERVICE
TRAINING
SPACES FOR
TEACHERS AND
PARENTS.

CONRAD N. HILTON
BUILDING DEDICATION

October (i , 1 9 g 4

Welcome
Kevin J. Lessard, Director

"Music Alone Shall Live"
Lower School Chorus

The Legacy of Anne Sullivan
and Helen Keller

C. Richard Carlson. President,
Board of Trustees,

Perkins School for the Blind

"A Gentle River Runs"

Upper School Chorus

Presentation of the Anne Sullivan Medal

- Kevin J. Lessard, Director

Acceptance and Remarks

President George H. W. Bush

Unveiling of the Hilton Building Plaque

Students from the Perkins Deaf-Blind
Program and Preschool Services

Remarks

Donald H. Hubbs, President.
Conrad N. Hilton Foundation

"Let There be Peace on Earth"

Lower and Upper School Choruses

Student participation made the
ceremony especially meaningful.

It was an honor for the
Perkins' Trustees, students
and staff to host members
of the Conrad N. Hilton
Foundation Board of
Directors, a former
President of the United
States and many other
friends of the school. It
was wonderful to see every-
body gathered together on
a beautiful fall day in
October to celebrate
Conrad Hilton's
dedication to children
who are deaf-blind.

Conrad Hilton
admired Perkins
Alumna Helen Keller
from the time he was a
young man. He touched
upon this subject in his
book, Be My Guest. "At
fifteen... another girl
entered my life, a girl I was
never to meet or even see,
yet she had a decided hand
in forming my thought
processes. Her name was
Helen Keller... I regarded
Helen Keller and her
accomplishments with an

awed admiration I have
never lost." Certainly the
support and encourage-
ment of the Hilton
Foundation has ensured
that these feelings will
never be lost. Although
Conrad Hilton passed
away in 1979, his legacy
will be extended far into
the future, as his wishes
are carried out by the
Hilton Foundation's
President, Donald H.
Hubbs and the other
members of the Board of

Directors who continue
to promote his beliefs
throughout the world. Eric
Hilton, one of Conrad's
sons, spoke a few poignant
words to Perkins staff and
our honored guest,
President George Bush.
Mr. Hilton said that he was
pleased to be able to help
keep his father's ambitions
alive and that the younger
generation of Hiltons are
"ready to carry the torch
into the next century."
Former President
George Bush, the signer of
the historic and landmark
legislation known as the
Americans with Disabilities
Act and a supporter of the

Hilton/Perkins Program,
visited the campus to join
in the dedication cere-
mony. For his efforts on
behalf of individuals who
are handicapped, Mr. Bush
was awarded the Anne
Sullivan Medal. Kevin
Lessard, Director of
Perkins, spoke words
of praise as he presented
the medal. "Through
his leadership and his
commitment, the lives
of millions of disabled
children and adults have
changed forever. Children
with special needs are now
entitled to have access to a
wide variety of education
programs. Adults, who are

handicapped and disabled,
now have access to services
so that they can live
independently in every
community throughout
our country. They also
have increased opportu-
nities for work in business
and industry, and access to
all the resources available
in our communities."

In accepting his award,
President Bush recognized
previous recipients of the
Anne Sullivan Medal. At
the first National Confer-
ence on Deaf-Blindness in
Washington, D.C. in 1992,
Barbara P. Bush, Donald
H. Hubbs and the Conrad
N. Hilton Foundation

Along with President
Bush, members of the
Hilton family visited
Perkins. Right: Don
Hubbs, President of
the Hilton Foundation,
meeting one of our
students.

became "part of this
distinguished roster. . .
What an appropriate
symbol that we are here
today to dedicate a
building to a man who
made sure his faith, love
and devotion carried on
after his death." The
Perkins Deaf-Blind
Program students will be
a part of Conrad Hilton's
"spirit of charity," each
day as they grow and
learn to become more
independent.

Students played
a large role in the
ceremony. The students
of the Deaf-Blind
Program presented
Don Hubbs, President
of the Hilton Foundation,
with a giant replica of
the key to the Hilton
Building, signed and
decorated by each of
the fifty students in the
program. In her speech,
Amy Caliri told him that
she hoped he would
"use the key and come
to Perkins many times in
the future." Mr. Hubbs
responded by saying that
Conrad Hilton would
be "honored if he were

After a moving
ceremony, it was time
for an afternoon of
fun and games.

"Love one another, for that is the whole law.
so our fellow men deserve to. be loved and
encouraged, never to be abandoned to wander
alone in poverty and darkness."

Conrad N. Hilton

Making bubbles on a beautiful
autumn day.

here today. " He then
quoted from a section of
Mr. Hilton's will that says,
"Love one another, for
that is the whole law. So
our fellow men deserve to
be loved and encouraged,
never to be abandoned to
wander alone in poverty
and darkness."

After the speeches and
music by both the Upper
and Lower School
Choruses, a plaque was
unveiled with the help of
students in the Perkins

Deaf-Blind Program and
Preschool Services. While
15-year-old Eddie Martinez
spoke in sign language,
Margo Paganelli, 15, Chris
Jett, 8, and Lang Grady, 4,
gathered around the
bronze plaque, covered in
green velvet, with the
guests of honor. Eddie
announced that when the
veil was removed the
building would officially be
named for Conrad Hilton,
who "... has helped so
many children who are

deaf-blind. All of our
parents also thank him for
all he has done for us."
With the help of the other
children, the plaque was
uncovered and is now
hanging in the Hilton
Building inscribed in
braille as well as print.

When the formalities
came to an end, Bradlee
Field was the place to be.
Under the bright sun and
autumn colored leaves,
it was the students who
enjoyed the day most of all.

In case anyone was hungry
there was a wide variety of
food available at tables
throughout a large tent.
From the taco table to the
ice cream section,
everyone enjoyed them-
selves. After lunch
it was time for fun and
games. Students could
choose among many
activities including
pony rides, face painting,

and a petting zoo with
animals such as rabbits,
ducks and a large snake.

As the sun lowered in
the sky, the marvelous day
came to a finish and the
participants scattered. The
Hilton Building will stand
in perpetuity at Perkins
and the memories of
October 6, 1994 will
always be with those
who attended.

On a splendid
day, students
enjoyed choosing
from a variety of
activities.

1994 Graduation

The Diplomas you ark

given say you have what
it takes — remember
that. And remember
that you have a wonder-
ful precious gift to give

PERSON LIKE YOU

s the sun shone
down through the
windows of Dwight
Hall on June 17th,
the Reverend Brinton
W. Woodward, Jr.
delivered his
commencement

address to the graduates. Reverend
Woodward is the parent of a Perkins
1992 graduate and the Headmaster
at Holderness School in Plymouth,
New Hamsphire. He spoke about
the Perkins spring musical
production, The Wizard ofOz, a
familiar and dear story to almost
everybody in the audience.

Like the scarecrow, the tin man
and the lion, the Perkins graduates
must learn to recognize their
remarkable potential. "And there
have been wizards in your life, just
like the Wizard of Oz, helping you,
seeing more in you than you knew
was there — your parents, your
teachers and staff, others — and they
marveled as they saw you do it all
yourself, and today they rejoice with,
and for, you."

THE WORLD EVERY DAY —
YOU. YOU ARE SPECIAL,
THERE IS NOT ANOTHER

Rev. Brinton W. Woodward.Jr.
Commencement Address, 1994

For each one of
the graduates Rev.
Woodward mentioned
a personal achieve-
ment accomplished
during their time at
Perkins. From learning
to ask for help to
learning to walk, "truly
you have all been on
the journey in the
Land of Oz with
Dorothy and her
friends because you
too have become
much more than you thought you
were or thought you might become."
These words of wisdom will be with
the Class of 1994 as they set out to
find their "Emerald Cities. "

Class of '94

SoniaF. Borges, Somerville, MA

Nicole Sarah Creteau, Melrose, MA

Amy Fitzgerald, Watertown, MA

Joel Bart Geiger, Fairfield, ME

Bruce Giller, Maiden, MA

Glenna Melville Hamid, Cutchogue, NY

Michael Phillip Hulsen, Smithtown, NY

Gabriel Mouradjian, Exeter, RI

Educational leadership Program Graduation

LJn one of their last

days at Perkins,

Educational Leadership

Program graduates

dressed in their native

costumes of Nepal,

Korea, and China to

celebrate their

graduation in May.

Although the Class of

1994 was sad to leave

their friends at Perkins, they were

excited to return home to begin

working with children who are

handicapped in their own countries.

The program is enriched by
the different cultures of all of the
participants. Coming from all over
the world, our colleagues learn a
great deal by sharing with each
other. Each year, program
participants hold an "International
Night" when they first arrive at

"When we go hack to
our countries, we wiee
share aee the new infor-
mation and ideas which
we learned here with
our colleagues and
students..."

Soqnhee Park, Class of 1994

Perkins to educate
others about their
home countries.
Living in the cottages
with students and staff, they quickly
become familiar with life at Perkins.
At the end of her speech during
the Graduation ceremony, Soonhee
Park said, "As we say in our Korean
language; so long — until we meet
again." Hopefully Soonhee, Qian,
Eugene and Xiaguang will visit
Perkins once again in the near future.

Class of '94

Eugene Basnyat, Nepal
Qian Zhi Liang, China

Soonhee Park, Korea
Xiaguang Peng, China

(preschool, Infant/Toddler Graduation

"Let us go cheerfully,

HOPEFULLY, AND EARNESTLY,

AND SET OURSELVES TO FIND

OUR SPECIAL PART.

Hor the Preschool
and Infant/Toddler
students, graduation
day represents a time
for outdoor fun. It is a
day to celebrate the
beginning of summer and one last
chance to enjoy activities with each
other before vacation begins.

On a hot, sunny day, water games
are always a good way to cool off.
The festivities included songs and
an opportunity for students to
play many different instruments.
Preschool graduate, Walter Kurth
donned a cap and gown for the
ceremony.

Anne Sullivan,

Valedictory Remarks

Perkins Graduation, 1886

The Graduates
received hand-
made diplomas
from their teachers
and each student
received a special
award. Some of the
students are now
attending different
programs at
Perkins and it is wonderful to see
them on our campus this fall.

Reflections

Perkins people and happenings
on campus and abroad

Starting The Day
Off Right

For most students traveling
to school in a school bus is
a common event. For Neia
McGinn of the Deaf-Blind
Program every trip is
special. This is due to her
driver, Dick Horton, who
goes beyond the call of
duty to make the trip fun
for his Perkins passengers.
During the first few months

of this assignment, Horton
took sign language classes
in his free time so that he
could communicate with
Neia. Ever since, both
student and driver have
enjoyed a unique two-way
relationship. "We have
both gained something,"
assures Horton. After two
years of driving the wheel-
chair accessible van, Dick
is sad to retire from his
post, but feels "it will give
someone else a chance to
meet Neia and share time
with a special person."

Follow The Yellow
Brick Road

With courage, hearts and
brains, students in the
Secondary Services
Program brought an
enthralled Perkins
audience to the Emerald
City. There the Wizard
of Oz, played by Delis
Etienne, worked his magic
on a tin man, a scarecrow, a
cowardly lion and a singing
dog named Toto. At the
end, Dorothy, played by
Samantha Kincaid, clicked
her heels three times and
said "there's no place like
Perkins."

Make Way For
Perkins

Ducklings are not the
only ones to cross the
Public Garden in Boston
Deaf-Blind Program
students recently took
a field trip to the park
to ride on the famous
swan boats.

Perkins Takes
Home The Silver

Michael Latour of the
Community Living
Services Program made
Perkins proud as he raced
for a ribbon in a sprint at
the Special Olympics held
at MIT this summer. In
the standing long jump,
Michael took home the
silver medal to add to his
collection.

Calendar Of Events

1994 Holiday Concerts

Sunday, December 1 1 at 3 pm
Thursday, December 15 at 7:30 pm

-• sjmm

(V , |

**" if v Tl

"Tr

Graduation

Friday, June 16 at 11 am

Alumni Weekend

Friday, June 16 at 5 pm to
Sunday, June 18

Artwork by

Lower School student

Elisabet Nolasco, age 7.

Planting A Seed

Each year, Perkins
students spend time at
the scenic Mount Auburn
Cemetery Greenhouse to
gain work experience. This
summer, some students
were invited to participate
in the planting of a tree
to celebrate Arbor Day at
the Cemetery. Each of
the students took a turn
shoveling dirt around
the roots of the birch and
watering the tree. Partic-
ipating in the field of
horticulture gives students
a wonderful opportunity
to learn work skills and to
be a "caregiver."

Artwork by

Lower School student

Luis Marquez, age 13.

Thanks To
Filene's Basement

Sam Gerson, Chairman
of Filene's Basement,
was recently nominated
"Man of the Year," by die
Needlers Foundation of
New York. In his honor,
the Foundation donated
considerable funds to
support charities selected
by Mr. Gerson. Perkins
School for the Blind was

the recipient of a $150,000
gift from the Needlers
Foundation. In March,
Mr. Gerson visited the
Perkins Campus to meet
some of the students in
our Preschool Program.
Now, when you hear
Sam Gerson 's voice on
the radio or see his face
on a television commercial
or a sign in a nearby
Filene's Basement, you
can recognize him as a
strong supporter of the
students and families
at Perkins.

Outstanding
Alumnus

It's always
interesting
to find out what
Perkins Alumni are doing
these days. Gerald N.
Desrosiers, a 1940
graduate of Perkins, was
named "Outstanding
Citizen" by the Citizens
for a Better Woonsocket,
Rhode Island. A proclam-
ation signed by the Mayor
of Woonsocket states that
Derosiers, 74, "always
maintains a positive atti-
tude and a great zest for
life." One of the many
services that Derosiers
performs as a volunteer
is working in a neighbor-
hood church's food bank
preparing packages for
needy families. Dedicated
in every way, he has only
missed one Perkins
Alumni Weekend in 54
years. Luckily, Gerry
says he "likes to keep
very busy."

Lending A
Helping Hand

Two years ago, a Christ-
mas toast among five
friends brought about
some charitable cheer.

A Little Art
Goes A Long Way

For many students, art is
a way of expressing them-
selves. "Art can be
therapeutic," says Robby
Tomascoff, an art
teacher in the Lower
School. Each year the
Program organizes a
hands-on art show so that
people can see and
touch projects students
have accomplished
during the school year.
Arts and crafts allow
students to explore a
variety of textural and
tactile mediums such as
clay, weaving, mosaic,
and fabric. Through the
use of these materials,
students learn hand skills
and the ability to work
independently. The
enjoyment of learning
and creating with their
hands helps to foster self-
esteem.

Following through with
their pact to help those
who are less fortunate,
the five men, all owners
of their own
companies, began
volunteering as
a group in the
community. Jokingly
calling themselves,
"Force 5," they
offered to come
to Perkins to build
some gardening beds
for the Horticulture
Program. "It's impor-
tant for us to give a little
back," said a member of
the team.

A Science Star

For three years, student,
Jay Gibson has been
volunteering at Boston's
Museum of Science. Once
a week, Jay travels into
the city where he prepares
lettuce and tomatoes
to feed to the turtles,
snakes and bats in the
reptile exhibit. Last
spring, Jay was honor-
ed for his service at the
Museum of Science's
Annual Volunteer
Banquet. Always an
animal lover, Jay even
has his own chameleon
named Toto who lives with
him in Eliot Cottage.

LI FE INC ONI E (.1 IIS

Financial Security for You and for Perkins

F YOU WOULD LIKE
to explore the possibility
of increasing current income,
saving on current taxes and
eliminating, reducing or deferring capital
gains taxes all while supporting the
important work taking place at Perkins,
please consider the following giving
opportunities.

CHARITABLE GIFT ANNUITIES
Charitable gift annuities offer the
opportunity for friends of Perkins to make
a gift that will provide them with income
for life at fixed interest rates that compare
quite favorably with current money market
and certificate of deposit rates. These fixed
rates increase with the age of the donor.
For example, a 75-year-old could establish
an annuity that would pay 7.7%, while an
85-year-old would get 10.0%. Please see the
chart on the following page for a complete
list of the rates. In addition to increasing
current income, charitable gift annuities
offer the following benefits:

♦ income for life at a fixed rate of
return;

♦ a portion of the income is tax-free;

♦ a portion of the gift annuity is
immediately tax deductible;

♦ if appreciated property is used to
fund the gift annuity, capital gains
taxes are reduced;

♦ a two-life charitable gift annuity can
also provide life income for a spouse,
family member or friend.

DEFERRED CHARITABLE

GIFT ANNUITIES

Younger donors, in their forties, fifties or

early sixties often do not consider

themselves candidates for making life

income gifts. With deferred gift annuities,

however, these donors also have the oppor-

tunity to do good for Perkins while doing
well for themselves and their families.
Many of these individuals have incomes
which place them in the highest tax
brackets. They may not need additional
income now, but may want or need to
augment their future retirement income.
Establishing a deferred charitable gift
annuity provides an immediate income tax
charitable gift deduction while also
providing income at retirement when it
may be taxed at a lower rate. For example,
a 45-year-old donor who establishes a
deferred charitable gift annuity with
payments not scheduled to begin until
retirement at age 65 would be paid 18.1%.
Other rates will be provided upon request.

♦ income for life at a fixed rate of
return;

♦ when the payments begin, a portion
of the income is tax-free;

♦ a portion of the gift annuity is
immediately tax deductible;

♦ if appreciated property is used to
fund the gift annuity, capital gains
taxes are reduced;

♦ a two-life deferred charitable gift
annuity can also provide life income
for a spouse, family member or
friend.

PERKINS POOLED

LIFE INCOME FUND

Similar in concept to a charitable mutual

fund, the Perkins Pooled Life Income

Fund was recently paying nearly 7.0%.

Although this rate and the income paid to

participants in the fund fluctuates with

market conditions and is fully taxable,
some donors view the variable rate as a
hedge against inflation. Also, the Pooled
Income Fund is especially attractive for
donors who plan to fund their gift with
appreciated securities, as federal income
tax deductions are based on the current
market value of securities while capital
gains taxes are eliminated. In addition to
paying a stream of income for life, benefits
of a gift to the Perkins Pooled Life Income
Fund include:

♦ income for life at a variable rate of
return;

♦ a portion of the pooled fund gift is
immediately tax deductible;

♦ if appreciated property is used to
fund the pooled fund gift, capital
gains taxes are eliminated;

♦ a two-life pooled fund gift can also
provide life income for a spouse, fam-
ily member or friend.

Provisions of the 1993 Tax Act make
using appreciated securities to establish
any of the life income gifts discussed above
more appealing than in past years.

To establish a
charitable gift annuity, a
deferred charitable gift
annuity or to make a pooled
life income fund gift, the
minimum amount needed
is $5,000.

If you have questions
or would like additional
information regarding any
of the above giving
opportunities and how they
might relate more specifical-
ly to your situation, please
contact Bill Brower in the
Perkins Development Office
at (617) 972-7336.

GIFT ANNUITY RATES

SINGLE LIFE

AGE

RATE

AGE

RATE

5.7%

6.9%

5.7

7.1

5.8

7.2

5.8

7.3

5.8

7.5

5.9

7.7

5.9

7.9

6.0

8.1

6.0

8.3

6.1

8.5

6.1

8.8

6.2

9.1

6.2

9.4

6.3

9.6

6.4

9.8

6.5

10.0

6.5

10.2

6.6

10.4

6.7

10.6

6.8

10.8

90-over

11.0

Adopted by the Conference on Gift Annuities,
(1993).

Please write or call for rates for two persons.

Perkins School for the Blind
175 North Beacon Street
Watertown, Massachusetts 02172-2790
(617) 972-7336

Employees Recognized

Honored for Service and
Commitment to Perkins during
the Fourteenth Annual Service
Awards Ceremony were:

THIRTY YEARS
OF SERVICE

Judith E. Bevans,
Lower School Program

Ann Brennan, Business Office

Ronald W. Caterino,
Howe Press

Sadie M. Clifford, Howe Press

Carol L. Crook,
Deaf-Blind Program

Sarah A. McPhillips,
Howe Press

Sally Stuckey,
Secondary Services

TWENTY-FIVE YEARS
OF SERVICE

Kevin J. Lessard,
Director's Office

TWENTY YEARS
OF SERVICE

Theodore Alger, Howe Press

George M. Ball,
Lower School Program

Judith A. Cannon,
Howe Press

Elizabeth Parkhurst,
Preschool Program

FIFTEEN YEARS
OF SERVICE

Vee Agahigian,
Deaf-Blind Program

Linda Ahern,
Secondary Services

Sandra Boris-Berkowitz,
Deaf-Blind Program

Camille Bourque, Howe Press

Wendy Bridgeo,
Deaf-Blind Program

Katherine A. Bull,
Secondary Services

Janet F. Cason,
Lower School Program

Frederick D. Craine,
Howe Press

Leon J. DeMartin,
Business Office

Dina Fiore, Educational
Leadership Program

Stephen Fox,
Secondary Services

Charles M. Pean, Howe Press

Shrimathy Rajangam,
Lower School Program

Alex Truesdell,
Assistive Device Center

TEN YEARS
OF SERVICE

Andrea Storm Barkus,
Secondary Services

Judith A. Beltis,
Life Skills Program

Sally S. Boyd,
Community
Living Services

William H. Brower,
Development

Robert T. Carney,
Community
Living Services

Mildred D. Daniell,
Deaf-Blind Program

Susan N. Edwards,
Lower School Program

Edward Freeman,
Secondary Services

Vincent P. Gookin,
Community Living Services

Suzanne Graff,
Secondary Services

Ronald Heaton,

Braille & Talking Book Library

Lisa Ann Jacobs,
New England Center

Claudia J. Knight-Zimmer,
Business Office

Christine N. Lebert,
Deaf-Blind Program

Carol A. Leonesio,
New England Center

William McCarthy,
Howe Press

James F. Meehan,
Deaf-Blind Program

J. Helene Mosquera,
Outreach Services

Helen H. Murphy,
Lower School Program

Doris S. Nollman,
Deaf-Blind Program

Pat O'Connor,
Registrar's Office

Florence H. Peck,
Low Vision Services

Charles H. Pimlott,
Human Resources

Harriet C. Ward,
Preschool Program

Stephen L. Waterhouse,
Secondary Services

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and
caring individuals to help the multi-handicapped children and adults who benefit
from our programs and services. The gifts and bequests of Perkins' friends make
it possible for the school to sustain the excellent quality of services that has been
the Perkins hallmark for more than one hundred and sixty years.

While a few foundations and government grants enable Perkins to initiate
new programs, the consistent support of donors makes it possible for us to
continue our academic, residential, and home-based programs for the many
students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the
following form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a
corporation duly organized and existing under the laws of the Commonwealth of

Massachusetts, the sum of dollars ($ ) , the same to be

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

Perkins Board of Trustees

Left to right: Nicholas U. Sommerfeld, Esq.; H. Gilman Nichols, Treasurer;
Linda DiBenedetto, Vice President; Charles C.J. Piatt, Esq., Assistant Treasurer;
C. Richard Carlson, President; Andrea Lamp Peabody; William A. Lowell, Esq.,
Secretary; Dudley H. Willis, Esq., Vice President; Paul S. Goodof; Mrs. Mason
Fernald, Honorary Trustee; Frederic M. Clifford; Loretta Warner Holway;
Mrs. Ernest Monrad; Albert Gayzagian.

In Gratitude

Perkins School for the Blind
gratefully acknowledges recent
donations in memory of:

Edward K, Allen, Jr.
Blanche Ally
Dorothy Anker
Avis Pearl Appleby
Robert Bowden
John Buckley
John Carey
Anthony Carnevale
Irene Cavanagh
Grace Cearamitaro
Louise V. Clifford
Margaret Connor
Alice Criss
Rose Cross-man
Kenneth W. Crowell
William N. Davis
Lorina Delage
Eleanor Duly
Dorothy Evans
Gertrude Fromer
Corinne Frost
Jacob Gordon
Margaret M. Grasso
{Catherine Hanrahan
Mary Hayhusk
Herman Hanssen
Agnes Howard
Edward Kania
Eva Klayman
Raymond LaFerriere
Arthur L. Mazza
William E. McNamara, Sr.
Anthony Menkel
Irma Newcomb
Alma O 'Brien
Frances O'Sullivan
Sidney O'Gorman
Malka Pecker
Bernard J. Richardson
Muriel B. Robinson
Helena Roehmar
Miguel Ruiz
Helen Schneider
Carroll Scullin
Alfred Shrigley
Anne Smith
Elizabeth Smith
Mary Faith Sutton
Eleanor Watts
O. Maxine Wescott
Julia Winchester

Address

Correction

Requested

Perkins School for the Blind

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to
all the rights, privileges, programs,
and activities generally accorded or
made available to students at the
school. It does not discriminate
on the basis of race, color, creed,
national or ethnic origin in the
administration of its educational
policies, scholarship and loan
programs, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Jennifer Brewster

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

SPRING

19 9 5

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

JL h.

The Parent Initiative

he evolution of parents' rights in the educational
decision-making process is, perhaps, the most significant and the most important
development in the field of special education during the past two decades. As parents
have become equal partners with professionals, children who have special needs have
gained greater access to various placement options and a wider and more
comprehensive array of educational, clinical and support services.

The Perkins Board of Trustees, our staff, and the Board of Directors of the

Conrad N. Hilton Foundation, through the Hilton/Perkins Program, recognize that

all parents must be given the support, encouragement and

resources they need to be the strongest and best advocates for

their children. All parents should be afforded the opportunity

to define their own level of involvement in their son's or

daughter's education program. And all parents should have access to

the services and support offered by national and state parent organizations.

As the needs in our society become more diverse and more complicated
and as the needs of parents differ in intensity, professionals in our
field and leaders of parent organizations must further expand their outreach efforts
and their overall level of commitment to an ever-increasing number of parents
and families.

All of us at Perkins recognize the wonderful contributions of the National
Association for Parents of the Visually Impaired and the National Family Association
for Deaf-Blind. The parents who serve as staff and Board members of these two
organizations deserve a tremendous amount of credit for
the time, energy, and expertise they bring to our field. Most
importantly, they should be congratulated for their work on
behalf of children, parents, and other family members.

Cover:

Left, Danny Bird, right, Peter Procanik

of the Deaf-Blind Program celebrate spring at

the March of the Flowers.

Kevin J. Lessard, Director

The Parent Initiative

Parents take an active
and vital role in
determining their
children's educational
programs. Hear the
stories of three families
whose dedication has
made a difference
in the lives of their
children.

Visions of
the Future

Secondary Services
students prepare for
the future by learning
skills to become
more independent.
Meet recent Perkins
graduates who share
their own success
stories with our
students.

Reflections

Our Campus is alive
with flowers, friends,
and farm animals. A
Walt Disney character
visits, rock and roll
reigns, students climb
mountains... and
amidst the hubbub,
our student delivery
boy does his job —
rain or shine.

An Opportunity
to Plan a Gift

Learn how you can
brighten the lives of
Perkins students now
and in the future by
taking advantage of
planned giving
opportunities.

The Lantern

Volume LXTV, Number 2
Spring 1995

Contents

Mark Cadigan
explores a stuffed
xvolfin the Perkins
tactual museum
with his mother and
sister, Michaela.

INITIATIVE

arent

During the past twenty years, the rights
of parents to fully participate in the
development of their child's individual
education plan have evolved drama-
tically. Following legislative changes in
the early 1970's, parents of children with
special needs became aware that their
sons and daughters were entitled to quali-
ty education programs and services.
Realizing that they had the potential to
be their children's strongest and best
advocates, parents began to organize
their efforts to help their children receive
better access to quality education.
Through individual initiatives and as
members of organized groups, parents
came to recognize that they could be
more effective — and make a greater
impact on their children's lives.

In 1974 The Individuals with Disabilities
Education Act (IDEA) was passed as what
was then known as the Education for Hand-
icapped Act. "This law guarantees a free,
appropriate public education for
children with disabilities." The purpose
of the IDEA legislation is to guarantee
the availability of special education for
eligible children and youths with
disabilities, to assure that decisions made
about providing special education are fair
and appropriate, and to financially assist
the efforts of state and local governments

to educate children with special needs
through the use of federal funds.

Subsequently, each state passed its own
form of special education legislation,
modeled, for the most part, after the
federal law. With these initiatives, parents
had a clearer vision of their rights and a
new sense of optimism and hope. Higher
expectations about the direct services
that could be made available to their
children led to higher awareness of the
potential of children who were
handicapped.

As a result of this transformation, parents
began playing an increasingly larger role
in their children's educational program-
ming. Currently, there are many more
placement choices available and a wider
array of services. More importantly,
parents have come to realize that they
must prepare themselves for a lifetime
of advocacy.

The parent/child relationship is a very
important and critical link in determin-
ing what is best for each child. Parents of
children with special needs are faced with
a myriad of decisions regarding pro-
spective services for their children. Many
specialized educational services may not
be readily available or highly visible.
According to Susan LaVenture, Executive

Left to right: Colin, Rosanne
and Gerald McCarthy

The McCarthys adopted their
son Gerald from an agency in
the Philippines in September
1994 when he was two years
old. Gerald is totally blind, a
result of being born two
months premature. Mrs.
McCarthy explained how they
saw Gerald's picture in an
adoption magazine and knew
"he was the boy for us." The
McCarthys had no previous
experience in raising a child
with special needs. "At first we
were afraid," says Rosanne
McCarthy, "because neither
of us knew anything about
blindness."

When the McCarthys found
out that Gerald would be join-
ing their family, they wanted
to know more about blindness
in order to best prepare for
their new son. "We wanted
to know everything about
Gerald," admitted Rosanne,
"so there wouldn't be any
surprises." Shortly after, they
learned about an annual
conference held in April at
Perkins for families of infants,
toddlers and preschool chil-
dren who are blind.

They attended the conference,
with each parent enrolling in
different sessions to gather as
much information as possible.
"We really enjoyed it," said
Rosanne, "and we learned a
number of new things."
Through the conference,
Rosanne and Dave McCarthy

made important connections
as they began their search for
information on raising a child
who is blind. They were orient-
ed to how parents should keep
their home organized and how
important it would be to talk
to Gerald to let him know what
was happening around him.

When Gerald arrived from
the Philippines last Fall, the
McCarthys enrolled him
immediately in the Perkins
Infant/Toddler Program. In
conjunction with this pro-
gram, Rosanne and Dave
became part of the parent sup-
port group. Rosanne said she
"got to know other people
who were going through the
same thing. We can bounce
ideas off each other, and
we always learn new and
helpful hints.

"Every day he surprises us —
he says something or does
something new." When Gerald
turns three in June, he will
move into a program for
preschoolers. Next steps can
present new challenges. It
always helps to have someone
to talk to, especially people
who care, and can understand
similar problems. Ann Ross,
leader of the Perkins Parent
Support Group, agrees. "I try
to create a comfortable and
open atmosphere where par-
ents can meet and talk with
one another."

Director of the National Association for
Parents of the Visually Impaired (NAP VI) ,
"Parents must be aware of what is out
there in order to make educated and
informed decisions themselves."

Children who are blind, multi-
handicapped blind or deaf-blind not
only have different needs from their
non-handicapped peers, but often they
require highly individualized and very
specialized services. In most cases, it is
the parents who best know their children
and can identify their unique and special
needs in collaboration with professionals.

More meaningful relationships have
developed between parents and
professionals over the last two decades.
Both have benefited from sharing
information with each other, and this
has created greater opportunities for
thousands of children. Parents are able
to reinforce what is learned in the class-
room in the home and vice versa. Parents
are now major contributors in designing
and overseeing their children's Indi-
vidual Education Plans and they have
become more involved in setting future
goals and expectations. Parent input is
essential whether determining which
preschool program is most appropriate
for a child or the type of adaptive
equipment a student may need at the
high school level. Communication
between parents and professionals leads
to greater consistency in all areas of a
child's life and, therefore, learning
becomes easier. Tom Miller, Supervisor
of Perkins Preschool Services, believes
that parents are an integral part of the
team. "We receive many ideas from

parents because they are the ones who
know their children best."

In the Perkins Infant/Toddler Program,
staff members realize the importance of
an organized parent support system
where participants are able to share infor-
mation and learn from one another's
experiences. "We offer a safe place to talk
about blindness, where parents can feel
free to ask any question," says Ann Ross,
Perkins Social Worker. "Although these
parents have children at many different
levels, most of the group can relate to the
issues we discuss."

"Sometimes we use complicated medical
terms when we are talking about a child's
condition. People who don't have a child
who is blind would not be familiar with
some of these technical terms," said one
parent. "It's where we received a lot of
our information about doctors and
services," said another.

Besides providing support for one
another, the parent group also partic-
ipates in various training programs.
Often, Ann Ross arranges for a speaker
to meet with parents. At the beginning
of each month, parents help in planning

NAPVI President
and parent, Kevin
O'Connor, asks
a question at a
national conference
on the future of
specialized services.

an in-service training program for the
coming four weeks. Issues such as feeding
techniques, sleeping patterns, and guide
dogs are topics that may be discussed.

Using the Perkins parent support group
as a model, the Hilton/Perkins Program,
with support from the Conrad N. Hilton
Foundation, has made parents of
children who are deaf-blind or multi-
handicapped blind one of its highest
priorities. The Hilton/Perkins Program
assists state and national parent
organizations to focus on training
activities for thousands of parents. At
conferences, participants gather together
to share ideas and support one another.
By providing materials for training and
information and through outreach, the
Hilton/Perkins Program parent initiative
has made a difference in the lives of
many families across the nation.

The Hilton/Perkins Program has worked
closely with the two national parent
organizations, NAPVI, and the National
Family Association for Deaf-Blind
(NFADB), to help better inform parents
of available resources. "So many parents
aren't aware that certain rights exist or

Bonnie Bernard with
her daughter Ashley.

they don't have the ability to access their
rights." says Mary O'Donnell, President of
NFADB and the parent of thirty-year-old
Sara who is deaf-blind. "One of the
primary benefits of any group is out-
reach. With the number of children who
are deaf-blind continuing to increase due
to advances in medical technology and
neonatal care, it's so important that
parents know they are not alone. Support
from someone who understands and has
answers is vital." Susan LaVenture,
Executive Director of NAPVI, adds, "It
is time for parents to be heard ... being
part of an organization gives parents a
national voice."

Family support services for children who
are deaf-blind have gone through a
significant evolution. In the late 1970's,
many parents of children who were deaf-
blind recognized the critical need for
families to be able to connect with each
other in a formal way. Acting on their
instincts, this group of parents began
to organize.

As a precursor to IDEA, federal funds
were set aside for direct services to
children who were born deaf-blind,
many as a result of the rubella epidemic,
as well as for family support services and
training. As time passed, the focus
changed, funds were eliminated and the
parent group was dissolved due to lack
of financial support. By the 1980's the
organization was sorely missed. "The
family need was always there," assures
Mary O'Donnell, "it never lessened."

In the late 1980's, parents of children
who were deaf-blind who had previously

Susan Ellsworth and her hus-
band Dan remember back to
1979 when NAPVI was first
established. Their son Jason,
19, who has been blind since
birth, was three years old at
the time. Closely tied to
NAPVI from the very begin-
ning, the Ellsworths have seen
that "the grassroots parent
organization has grown to
fulfill its larger dream of
reaching thousands of
parents across the nation."

Jason grew up in Connecticut,
and, for a number of years, he
attended a local public school
program. As he matured and
became more independent,
issues arose that his school
placement could not address.
The Ellsworths realized that a
change in their son's educa-
tional placement was neces-
sary. "Exposure to state and
national parent organizations
and the education we received
through other parents and
professionals made us feel it
was okay to make this deci-
sion," says Susan. Jason
enrolled two years ago as a
student at Perkins School
for the Blind.

Both Susan and Dan have
been actively involved in their
local parent organization, with

Susan serving as President of
the Connecticut Association
for the Blind and Visually
Impaired in the mid 1980's.
In leadership positions, the
Ellsworths have seen the
rewards of being able to offer
support to other parents. They
are thankful for the help they
received from families of chil-
dren older then Jason and try
to be there for the parents of
younger children.

"All members of our family
have always found support
from family groups impor-
tant," confirms Susan. Jason's
two older sisters, Betsy and
Megan, have always been close
to their brother, looking out
for his best interests. His old-
est sister chose to become a
special education teacher.
After many years of sharing
experiences with other par-
ents of children who are blind,
Susan and Dan Ellsworth feel
that they can see a much big-
ger picture. "Our position as
parents has changed and
grown — it has expanded."

This is particularly important
at this point in their lives as
Jason prepares for a possible
future in Tennessee, where he
has applied for admission at
Middle Tennessee State

i *

-^/""'* *"*-:'

Left to right: Megan, Betsy
and Jason Ellsworth

University. "NAPVI has
expanded my world to let me
accept the possibility that
Jason may move far away,"
admits Susan.

For the Ellsworth family, sup-
port systems have always been
important. "Many positive
changes have occurred in the
field of special education
because parents have mobi-
lized and taken action
through our parent group."
Any encouragement families
receive from other families of
children who are blind or visu-
ally handicapped is invaluable.
It means being able to say,
'They survived it, we can too."

Betsy Olivere and
her mother enjoy
a musical moment
together.

been active, were asked to serve on a
parent consumer advisory board at the
Helen Keller National Center. Meeting
on a regular basis, these parents began to
learn what was going on in other parts of
the country in the field of deaf-blindness.
Through effective parent leaders, they
worked closely with professionals and,
once again, parents were being asked
to address national issues that were
surfacing at the time. Speaking at
conferences and workshops, parents
continued to advocate for quality and
comprehensive programs and sendees.
With new momentum, additional
funding, and a lot of hard work, NFADB
became incorporated in June of 1994. "In
essence, we have come from a dream to
reality. Thanks to the support of the
Hilton/Perkins Program, the Conrad N.
Hilton Foundation and the Helen Keller
National Center," says Mary O'Donnell,

"it's wonderful to see a more viable and
permanent organization for the future."

In 1988, when Susan LaVenture found
out that her son had retinoblastoma, a
rare cancer of the eye, there was no local
or state parent organization for her to
turn to. After connecting with other
parents of children who are blind in her
home state, Susan learned of NAPVI,
participated in a national conference,
and joined their outreach efforts. Today,
NAPVI has a membership of over 2000
families, including people from every
state in the nation. Outreach services
extend to thousands of people through
an 800 number, national and state
conferences, and a newsletter. NAPVI's
mission is to enable parents to access
information and resources for their
children who are blind, visually
handicapped or multi-handicapped
blind. "We provide leadership, emotional
support, and advocacy for children's
educational needs. We try to make sure
that parents have program choices and
placement options available to them,"
says LaVenture.

With support from the Hilton/Perkins
Program, NAPVI recently established its
national office, which is located on the
campus of Perkins School for the Blind.
The Board of Directors of NAPVI, as well
as the Executive Director, are all parents
of children who are blind or visually
handicapped and they work very closely
with professionals throughout the
United States. NAPVI gives parents the
opportunity to share information, and,
according to Susan LaVenture, "there is a

"In most cases, the only con-
stant in a child's life is his or
her family," says Andrea
Garewski, stressing the impor-
tance of parent involvement.
Andrea and Jeff Garewski
have three children. Their
youngest, Katie, age four, has
been deaf-blind since birth.
Currendy, Katie is enrolled
in the Deaf Special Needs
Program at the American
School for the Deaf in
Connecticut where she is
encouraged to make the
most of her residual hearing
and the limited sight in her
right eye.

From the beginning, the
Garewski family has believed
in using total communication
with Katie, who can now count
to ten in sign language. She
knows her colors and can sign
"Go, Bears!" at her older
brother's litde league games.
"Katie has learned the power
of language," says her mother
proudly, "and everyone in our
family gives her the support
she needs."

The entire family has attended
conferences and family gather-
ings organized by the New
England Center for Deaf-Blind
Services. "We love taking all of

our children," says Andrea, "it
is important for Katie's sib-
lings to feel involved."

As the Garewskis worked to
make sure that Katie's needs
were being met, they realized
the benefits of sharing infor-
mation with other families.
Last year, the Garewskis were
part of a collaborative effort to
start the Connecticut Deaf-
Blind Families United
Network. With funding from
the Hilton/Perkins Program,
the group is trying to contact
more parents of children who
are deaf-blind. "A lot of us
have access to good informa-
tion and to share that with
others is important," confirms
Andrea, secretary of the group.

The recently formed organiza-
tion comprises new parents
and those who are veterans.
"Hearing different views opens
your eyes and gives you a bet-
ter view of special education in
general," says Andrea. "When
your child is really young it's
important to know you're not
the only ones out there with a
child who is deaf-blind. It's
healthy to talk to families who
have gone through a similar
situation." The Deaf-Blind
Families United Network will

Left to right: Jeff, Danny,
Katie, Alison and Andrea
Garewski

hold a family picnic in late
May as its first official event.

The Garewskis keep a positive
outlook on life as they strive
towards their goal of connect-
ing with more families of chil-
dren who are deaf-blind.
"Although parents might not
think so in the beginning, we
feel lucky," says Andrea.
"We've gotten so much back
from the people we've met
and the things that we've
learned. We've been so
inspired by other parents
across the state."

Perkins parents
share feelings and
ideas in a ioe>
support group.

wealth of resources within the families
themselves."

NFADB and NAPVI will be working
together in the future on topics that
affect both organizations. "It is a
natural partnership," according to
Mary O'Donnell. Susan LaVenture
agrees, "we respect our individual
purposes but we look forward to
collaborating on a regular basis."

In order to be aware of what is
happening on a national level in terms
of legislative and funding initiatives,
communication is vital for parent
organizations. In the field of special
education, legislative activity must be
monitored closely. "Every family must
have the opportunity to speak on behalf
of their family member," asserts
O'Donnell. As a way of keeping parents
informed and up-to-date, NFADB has
developed an "Action Alert System" to
quickly inform their members in every
state about pertinent information
concerning legislative or medical issues.
Important and timely information is also
communicated through newsletters,
published by both NFADB and NAPVI.

"Keeping parents 'aware' is the key,"
indicates Susan LaVenture.

Parents' rights have come a long way
over the past two decades. Through
organization and advocacy, the
leadership of parent organizations has
ensured that parental involvement is
stronger than ever. However, there are
still many parents today who do not have
access to the information they need to
advocate for their children. "There is an
on-going and increasing need for our
services," says Mary O'Donnell. "We've
only just begun."

VISIONS OF
THE FUTURE...

Graduation season is always an exciting
time. Students reflect on their years in
school and celebrate their achievements.
Family, friends, teachers and staff look
on and are filled with pride. Graduation
is also a time of looking forward and
wondering what the future will bring.
Students in Perkins Secondary Services
Program, like students everywhere, have
many questions about their futures.
Whether heading off to college or pre-
paring for employment or supported
work environments, students leave
Perkins well-prepared for life beyond
our campus, and they also have specific
visions of their futures.

Several classes in Secondary Services
directly address the questions students
have about their lives after graduation.
"The Adult Living Class begins with a
question posed to students: What do you
think you need to know?" reports teacher
Kathy Bull. "This way, we can provide
students with the information they need
and help alleviate their anxiety." Students
learn about money and time manage-
ment, health care options, and a variety
of living situations. They visit group
homes, staffed apartments, and Perkins
alumni who live on their own. Back in the
classroom, they discuss what sort of living
arrangements might be best for them.

Personal Care Attendant Class prepares
students in wheelchairs or with other
physical restrictions to work with
personal care attendants. Community
Fitness Class is held off campus in
settings similar to those in which students
might continue to pursue their physical
health after graduation. Through this
class several students have become
regulars at the Waltham YMCA weight
and aerobic room.

Linde Hardy and Steve Fox teach a
Vocational Planning Class to Secondary
Students in their last or second to last
year at Perkins. This class helps each
student prepare an individual plan for
after graduation. "The goal of the class is
to provide students with the information
they need so they can determine their

Glenna Hamid, Secondary Services student,
learns skills needed to work in a greenhouse.

best options," says Hardy. Students learn
about the requirements for college,
competitive employment and supported
work placements. Employers and college
admissions officers visit the class. The
students take field trips to other schools,
different types of workshops and various
business and industrial settings.

For most students, the need for services
in the community does not end at
graduation. Whether they require an
assisted living situation, a supported
work environment or college materials
adapted for their visual handicap,
students learn in Vocational Planning
Class how to identify and advocate for
their individual needs. They spend a
great deal of time on the telephone
contacting Human Service Agencies
in the states they will return to after
graduation. After scheduling meetings
with representatives from these agencies,
they begin to arrange their individual-
ized services.

Popular features of the Vocational
Planning Class are presentations made by
recent Perkins graduates. Bruce Westfall,
a 1986 graduate of Perkins Secondary
Services Program who lives and works in
Maine, returned to campus this spring to
share his work experiences. Bruce began
his presentation by mentioning how
much he loved Perkins and how leaving
had been a sad occasion. He missed the
friendships and the feeling of our
campus. Students replied that leaving

1991 Perkins graduate, Amy Galeota, works
on physical therapy with current student,
Neia McGinn.

would be sad. The room was quiet
for a moment. Bruce then added that
he is proud of his accomplishments
and happy with his success since he
graduated from Perkins.

Bruce currently lives in a group home
and is working at his second job. Bruce's
first job was with a program run by the
Cerebral Palsy Center. At the Seedling
Program, he potted plants, started
seedlings, and performed general
greenhouse tasks. He liked this job
because his experience in the Perkins
Horticultural Program gave him the skills
and confidence to carry out his job duties
easily. A student then mentioned that
she, too, has acquired horticultural
experience at Perkins; for her vocational

program, she works nearby at Wilson
Farms. Several other students added that
they have classes in the Perkins green-
house. They were happy to learn that
Bruce was able to use his skills after
graduation.

After proving himself in his first work
setting, Bruce found a job at BlueCross
BlueShield of Maine in April 1989. He
began working in the mailroom, stuffing
and labeling envelopes and collating
benefit information packets. He works
in an "enclave," which is a supported
job placement where a small number of
people do similar tasks in a community
setting. A job coach provided help every
day at the beginning of the job
and now stops by for updates and to
offer support.

To give the Perkins students a better
understanding of his work environment,
Bruce showed a videotape. Some students
sat close to the television screen. Others
used their glasses from farther away or
listened to the narration. His supported
workplace is sponsored in cooperation
with BlueCross BlueShield, the Maine
Department of Human Services, the
Maine Department of Mental Health
and Mental Retardation and the Maine
Medical Center's Hospital Industries
Program. It was designed by a Rehabil-
itation Engineer who broke down each
component of the job and created
appropriate work stations. Bruce's desk
was lowered, his materials organized and

labeled in Braille. Bruce's Supervisor says
that the enthusiasm of Bruce and his two
co-workers has increased the morale of
the entire work force.

Finally, Bruce's picture appeared on the
screen. "There is a different world inside
me now," he said, emphasizing how
good it felt to have the responsibility
of working and that "the world needs
more handicapped people to help one
another." The video ended with Bruce
walking toward a taxi after work. He
turned off the video and resumed a
helpful discussion with the Vocational
Planning Class.

The teachers asked Bruce what was the
most difficult part of his job. "The first
week," he said. "I wanted to quit then.
Change is difficult. There is a lot to learn.
The newness of the company. New
people. People being worried about you.
A transportation problem. My job coach
asked me to give it two weeks, so I did.
And now, look at me, I love it."

The students agreed that change is
difficult. When asked if he had any advice
for future employees, Bruce responded,
"Give it time," then offered additional
practical information. He praised his
group home but told the class to be
patient; he had to wait nine months for
a placement. He described how many
telephone calls he had to make to
arrange his transportation. He also
encouraged students to be active in the
community. A member of the National

Federation of the Blind, Bruce enjoys
attending meetings, conventions and
soliciting door prizes for the Federation
from local stores.

Another Perkins graduate, Bruce Giller
'94, spoke to the Vocational Planning
Class earlier in the year. He had com-
pleted a vocational training program at
the Triangle Program and earned a job
placement at one of their satellite work
programs. He is in the process of invest-
igating different living options and enjoys
spending time with a youth group at his
local synagogue. Students asked many
specific questions about his life: his job
duties, how he setup his bank account,
how he pays his bills, and his trans-
portation to and from work.

A third graduate, Amy Galeota, will meet
with the Vocational Planning Class later
this spring. A 1991 graduate of the
Secondary Services Program, she is a
senior at La Salle College in Newton, MA.
In addition to being a graduate and a
guest speaker, Amy is currently an intern
at Perkins. She is studying toward an
associates degree in physical therapy
and currently interns in different
Perkins programs.

All of our prospective graduates,
including those from Secondary Services,
are looking forward to Commencement
Exercises on June 16th. They will
remember their hard work, caring
teachers, and close friends. They will also
look forward to their futures, for they

Bruce Westfall, Perkins graduate, works at
BlueCross Blueshield of Maine.

have seen and learned so much from
peers who have been successful in living
and working in various communities. Our
students have the satisfaction of knowing
that they are well-prepared for whatever
the future has to offer them.

Graduation is also
a time of looking
forward and
wondering about
what the future
will bring.

Reflections

*-r Perkins beoble and

Perkins people and
happenings on campus

The King of
Fisher Cottage

Perhaps Tigger instinc-
tively knew that Perkins was
the perfect place for him.
Last Fall, the cat walked
onto campus, as if looking
for help. An adorable black
and gray tiger cat with
partial vision, he befriend-
ed students in Secondary
Services' Fisher Cottage.
The students decided to
raise money for an
operation for Tigger' s
severe glaucoma. They
posted signs around
campus and ran a bake
sale until they had enough
money to pay for Tigger's
food and an initial medical
appointment. A local doc-
tor then offered to per-
form an operation without
charge. Tigger has some
vision in his remaining eye,
and is now enjoying a regal
life among his philanthrop-
ic friends in Fisher Cottage.

March of
the Flowers

On one of the first sunny
Spring mornings, when
only the crocuses were in
bloom, Perkins campus
was bursting with flowers.
Students in the Deaf-
Blind Program held their
first "March of Flowers"
stage show and parade.
Festivities began as
students carrying large,
hand-made flowers or
dressed as flowers them-
selves paraded through the
Howe Building to the
delight of the staff. The
colorful entourasre crossed

the lawn to the Hilton
Building and planted
themselves in the audi-
torium for a program of
music, skits and dancing.
Students marched in the
parade, created flowers
made with stems provided
by students in the wood-
shop, and contributed to
an elaborate banner. The
entire Perkins community
enjoyed this burst of
spring.

Fresh Flowers on
Your Desk

Wouldn't it make your
day to have fresh flowers
delivered to you at work?
Secondary Services
students in Louise Mack's
horticulture class are
brightening the day for
staff members in the Howe
Building. Every week they
cut colorful flowers and
arrange them in bud
vases. They deliver their
beautiful arrangements

"We had fun
you, Dopey,
good on skates

to staff members for a
small fee. Students collect
money, make change,
make deposits in the
business office and write
the delivery schedules.
Their fresh flowers were
so popular this year that
there was a waiting list of
staff hoping to receive
the service. Students are
learning valuable life skills
while also spreading cheer.

Walt Disney
Comes to School

Lower School students
had a double wintertime
treat. First, they spent an
evening at Walt Disney's
Snow White and the Seven
Dwarfs On Ice, courtesy
of the Boston Garden.
Then, the following day,
one of the stars visited
Perkins. Dopey made a
surprise entrance, while
Alice Cook, former
Olympic figure skater and
CBS television sports-
caster, read the tale of
Snow White. Students
enjoyed the story and
were thrilled to feel
Dopey's huge nose, ears
and funny hat. "I'm glad
that you came and visited
us. Also, I love your hat,"
Carly Pease wrote in a
Braille thank you letter to
Dopey.

with
You are

Rock and Roll
High School

One Saturday in March,
a group of teenagers
gathered in Dwight Hall for
an evening of rock and roll.
The Pour Boys, a popular
Boston rock band, donated
their time and talent to
provide the music. Students
over thirteen years old from
the Deaf-Blind Program,
Lower School, and Second-
ary Services attended, as well
as teenagers from the Lowell
Association for the Blind.
Students made new friends,
enjoyed great music, and
danced up a storm. One
young woman from the
Perkins Deaf-Blind Program
was seen dancing nonstop
the entire evening.

P,oqk

High

, School

Rain or Shine

Come rain or shine, you
can count on Perkins
delivery boy, Craig
Bilodeau. A student in
Secondary Services, Craig
has made deliveries all
around Perkins campus
for the last two years.
He calls Health Services
to see if they have any
deliveries for the day,
picks up the parcels,
and brings them to the
cottages. He is adamant
about not giving his
packages to anyone other
than the houseparents.
A hardworking and
personable employee,
Craig enjoys his job.
He likes seeing people
around our campus, being
responsible and getting
paid. He, and his contri-
bution to the campus, will
be missed when he gradu-
ates this June. Craig will
return to Wallingford, CT,
where he will live and work
in the community.

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Its Fleece was
White as Snow

Delighted preschoolers
sang "Mary Had a Little
Lamb" to welcome animals
from Drumlin Farm to
their classroom. A tiny
three-week-old lamb and
six chicks came to visit one
afternoon in late March.
Students enjoyed a multi-
sensory experience. When
the animals arrived, smells
wafted through the air.
The bleating of the lamb
and the constant peeping
of the chicks filled the
room. Those who were
adventurous had the
opportunity to hold the
chicks and pet the little
lamb. It was exciting
to feel the fluttering of
feathers and the soft
fleece of a baby sheep.

Outreach Teens
Reach for the Top

Six students recently met
for a weekend of rock
climbing organized by
Perkins Outreach Services.
These high school stu-
dents spent Friday night in
a dorm at the Northfield
Mount Hermon School.
They had an orientation to
rock climbing, followed by
an evening of learning
about and playing exotic
musical instruments, such
as an Irish drum, finger
piano, harp and dulcimer.
The big day was Saturday.
Everyone awoke early,
filled themselves with hot
chocolate and headed for
Rose Ledges on Northfield
Mountain. Students hiked
for a half hour to the
Ledges, donned helmets,
harnesses and ropes, and,
under the guidance of two
instructors from Zoar
Outdoor Adventures, they

began a climb. Connected
by ropes, the students were
responsible for themselves
and one another. After a
lunch break, half of them
decided to try repelling —
lowering themselves 40
feet by a rope down the
mountain. Those who
tried it once, did it several
times. "I came here afraid
of doing this," said Chrissy
Fairbanks of New Hamp-
shire. "Because I faced my
fears here, I will better
face my fears elsewhere."
Saturday night a legally
blind graduate of Amherst
College spoke to the
mountaineers about
being independent and
accomplishing their goals.
The students listened
and asked questions with
a renewed sense of
possibilities.

PERKINS SCHOOL FOR THE BLIND: LIFE INCOME GIFTS

For donors and friends who wish to benefit
Perkins School for the Blind and obtain a
life income, three of our most popular
planned giving vehicles are the Charitable
Gift Annuity, the Pooled Income Fund,
and the Deferred Gift Annuity. These
options allow donors to make a gift to
benefit any department or program at
Perkins School for the Blind; receive an
income for life, and perhaps for a spouse's
lifetime; and obtain a charitable income
tax deduction at the time the gift is made.
The Pooled Income Fund has an
additional advantage in that gifts of
appreciated securities can be made to the
fund and the donor will completely avoid
capital gains taxes. These three vehicles
require a minimum gift of $5,000.

CHARITABLE GIFT ANNUITY

A charitable gift annuity is a contract
between the donor and Perkins School for
the Blind. For example, an 80-year-old
donor who makes a $10,000 gift receives a
8.8% rate of return, which amounts to $880
a year for the rest of the donor's life. In the
year the gift is made the donor receives a
charitable income tax deduction of approxi-
mately $5,616. The high rate of return and
large charitable income tax deduction are
most attractive to older donors.

THE POOLED INCOME FUND

The Perkins School for the Blind Pooled
Income Fund is similar to a mutual fund.
For example, assume a 65-year-old donor
makes a $10,000 gift to the fund and
receives a variable annual income (current-
ly 7.75%) , which amounts to $775 a year.
In this case, the charitable income tax
deduction is approximately $3,507. If the

19 9 0

Student John Pappalardo
came to Perkins Deaf-Blind
Program in 1978 at age five.
Now, twenty-two, John will
graduate this June.

1 9 7 0 ' S

gift is funded with appreciated securities,
the donor pays no capital gains taxes.

THE DEFERRED GIFT ANNUITY

A deferred gift annuity is an excellent gift
option that benefits younger donors, who
receive an outstanding rate at a later age,
often age 65. For example, a 40-year-old
donor who makes a $10,000 gift receives
a 21.6% rate of return, or $2,160 a year,
beginning at age 65. In addition, the
donor obtains a charitable income tax
deduction of approximately $8,614 in
the year the gift is made.

What wonderful ways to give to Perkins
School for the Blind and receive
excellent benefits!

Left to right: Trustees Linda DiBeiiedetto,
Betty Monrad, and Andrea Lamp Peabody
visit the Preschool classroom.

The chart below illustrates the benefits a
donor would realize from a gift of $10,000.
Simply find your age under each gift option
and read across for the rate, annual income,
and charitable income tax deduction.

The purpose of offering gift opportunities
and financial options is to mutually benefit

both donors and Perkins School for the
Blind. Most of our financial vehicles, such
as gift annuities, deferred gift annuities,
the pooled income fund, and charitable
remainder trusts, provide the donor with
income. These vehicles pay a rate that
often exceeds money market and CD
rates. In addition, some of these options
eliminate capital gains taxes and increase
a donor's current income.

Perkins School for the Blind also works with
donors who wish to make a bequest, which is
a clause in a will that enables them to make
gifts through dieir estates while preserving
assets for their current needs. Through
bequests, donors may leave a specific dollar
amount or a percentage of their estate to
Perkins School for the Blind. Outright gifts
and pledges are also welcome.

FOR A GIFT OF $10,000*

AGE RATE 1NCOME/YR.

TAX DED.

CHARITABLE GIFT ANNUITY

6.9%

$690

$5,315

75
80

7.7
8.8

770
880

5,433
5,616

POOLED INCOME FUND

7.75

775

2,274

60
65

7.75
7.75

775
775

2,853
3,507

DEFERRED GIFT ANNUITY

21.6

2,160

8,614

45
50
*The figures presented are based on

17.2 1,720
13.5 1,350

the February 1995 discount rate

of 9.6%

8,230

7,753

Please send me more information about:

O Receiving income from my gift O Making a gift of real estate

O Making a gift of appreciated securities O Providing for Perkins School for the

Blind in my will

NAME
ADDRESS

CITY

STATE

Z I P

Send to: Perkins School for the Blind, Bill Brower, Senior Development Officer for Gift Planning
175 North Beacon St., Watertown, MA 02172, (617) 972-7336.

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from
our programs and services. The gifts and bequests of Perkins' friends make it
possible for the school to sustain the excellent quality of services that has been
the Perkins hallmark for more than one hundred and sixty years.

While a few foundations and government grants enable Perkins to initiate new
programs, the consistent support of donors makes it possible for us to continue
our academic, residential, and home-based programs for the many students and
clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the
following form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a
corporation duly organized and existing under the laws of the Commonwealth of

Massachusetts, the sum of dollars ($ ), the same to be

Such a nodce may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind
gratefully acknowledges recent
donations in memory of:

Mary A. Bagdon

Robert Barry

Esther Bloom

Ann Bough

Richard N. Bradley

Albertine Bujold

Elmer V. Butler

John Byrne

Ralph]. Caggiano

Ragnar Carlson

Louise Cipriani

Thomas Clifford Chewning

Louise V. Clifford

Anna B. Corcoran

Helen S. Crockett

Irene Curtis
Nancy Dell'Isola
Elsie Evans
Phyllis Ford
Joseph Frazer
Lloyd V. Freeman, Sr.
James Gallagher
Chester Grady
Jeny Green
Asemania H. Janis
Joseph S. Keegan
Frank Keevil
Albert Kohlstrom
Henderika Koning
Ashleigh Ella McCarthy
Dmis Morley
Virginia O 'Laughlin
Esther Perkins

Paul Pigors
Mary E. Quinn
Marge Rickard
Raymond Savageau
Helen Savas
Helen Smart
Bertha Sufrin
Sue Tashjian
Patricia M. Taylor
Marion Tobiason
Clarence E. Wade
Lin Weaver
LeBurton Webster
Antoinette Whall
Walter J. White
Barbara Jean Winsor

Address

Correction

Requested

Perkins School for the Blind

The Perkins School for the Blind
admits students of any race, color,
creed, national and ethnic origin to
all the rights, privileges, programs,
and activities generally accorded or
made available to students at the
school. It does not discriminate
on the basis of race, color, creed,
national or ethnic origin in the
administration of its educational
policies, scholarship and loan
programs, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Jennifer Brewster
Assistant Editor: Robert Guthrie

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

FALL

19 9 5

PERKINS

SCHOOL

FOR THE

BLIND

rpi t

1 he Lantern

Message from the Director

JL erki

erkins School for the Blind is pleased
to announce the second major capital campaign in the history of our school.

Through the generosity and foresight of the Conrad N. Hilton Foundation,
Perkins has a unique opportunity to ensure funding for services to children,
parents and teachers in the United States and within five developing regions
of the world. Our goal of five million dollars will help fund an endowment for
the Hilton /Perkins Program.

In this issue of The Lantern you will read about a creative 1 5-year program,
designed by Donald H. Hubbs, President of the Conrad N. Hilton
Foundation. The Directors of the Hilton Foundation and
the Trustees of Perkins are pleased to continue our education
programs and advocacy efforts on behalf of thousands of children
around the world.

We are delighted that former President George Bush will join Perkins Trustee
Dudley Willis in providing the leadership for this very important Campaign.

We hope that many people ivilljoin us in this effort to raise funds to ensure
the future of the Hilton /Perkins Program. We are grateful to so many of you
for your on-going financial support, and we look
forivard to maintaining our relationship with you
for many years to come.

tj/ta/*^ 0eis^ Vision

Cover: Lower School student, Grimaldi Alverio enjoys
a sunny day at the Cape Cod National Seashore.

Kevin J. Lessard, Director

Share Our Vision

The Hilton Foundation
has offered a challenge
to move the Hilton/
Perkins Program into
its second five-year
phase. Take time to
share our vision.

Computers
in the
Classroom

Computers play an
important role on the
Perkins campus, giving
students vital new
opportunities. Learn
how technology
widens the doors of
communication for
many Perkins students.

"What an

astounding gift of

love the Hilton

Foundation has

made to the quality

of life of the blind

and deaf -blind children

of this world."

Former President
George Bush

Graduation

The end of the school
year means celebrations
for everyone. Students of
all ages and participants
from the Educational
Leadership Program
alike look forward to
new challenges and
responsibilities in
the future.

16 V

Reflections

Students listen to
a symphony, experience
art first-hand, reel in
fish, and speak in
the community.
Meanwhile, campus
conferences spread
Perkins' message
worldwide.

Lower School
at the Cape

Lower School students
frolic in the surf and
sun during the 25th
annual journey to
Cape Cod's National
Seashore.

The Lantern

Volume LXV, Number 1
Fall 1995

Contents

SHARE OUR VISION

JsSv/y/av ()'crj/)/7a/ ( nr/z/^x/n///
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erkins School for the Blind
launched its first Capital Campaign in
1985, earmarking the $2 million goal
for Lower School renovations. But now
it is 1995. It is time for a new Capital
Campaign; it is time for a more outward
perspective.

Now is the time to meet a challenge
grant from the Conrad N. Hilton Foun-
dation: Raise $5 million for the Hilton/
Perkins Program, and the Hilton
Foundation will match and double

A proud mother shares a special moment with
her son at his Preschool Graduation.

that amount. The school's goal is to
raise $5 million by the close of the
Capital Campaign in 1999, and earn
$10 million in matching funds from
the Hilton Foundation for the Hilton/
Perkins Program.

Since only a small portion of the
world's multi-handicapped blind and
deaf-blind children have access to the
services they need, the Hilton Found-
ation and Perkins have created a shared
vision of the world. Perkins, with the
Hilton Foundation's support, is ensuring
that more needs are met by reaching out
to New England, to the United States,
and to the global community through
the Hilton/Perkins Program.

The Hilton Foundation and Perkins
began their collaboration in 1989, when
the Hilton Foundation awarded a five-
year $15 million grant to the School. In ■
the fall of 1994, the Hilton Foundation
extended its generosity once again,
awarding an $11.25 million grant.

"The Hilton/Perkins Program has
already achieved dramatic success,
helping thousands of children around
the world," said Perkins Director Kevin
Lessard. "Today we are asking you to
help us raise $5 million and meet the
Hilton Foundation's challenge so we can
extend the success of the Hilton/Perkins
Program into the 21st century.

Summertime brings many new things to
explore on the Perkins Campus.

"We are asking you," he said, "to share
our vision."

"The 12 members of the Perkins
Board of Trustees, in a unanimous show
of support, have already contributed
more than $600,000 to the drive," said C.
Richard Carlson, President of the Board.

Mr. Carlson also announced Dudley
Willis, Vice President of the Perkins
Board of Trustees, as the Campaign
Chair and former President George Bush
as Honorary Chair.

"What an astounding gift of love
the Hilton Foundation has made to the
quality of life of the blind and deaf-blind
children of this world," said Mr. Bush
at last fall's dedication of the Conrad N.
Hilton Building. "And since its founding
in 1829, Perkins has given education, skills
and hope — and it's given freedom."

Of the Hilton/Perkins collaboration,
he added, "I see gathered together ... a
remarkable group of people who stand
for the very best in America. We are the
most caring nation on the face of this
earth: our goal — that every man, woman
and child with a dream has the means to
achieve it."

Mr. Willis sees the Hilton/Perkins
Program's mission as both simple and
daunting. "The program seeks to ensure

that multi-handicapped blind and deaf-
blind children throughout the world
have the same opportunities as their
sighted peers," he said, "the opportunity
to learn and communicate; the oppor-
tunity to develop their talents and to
explore their world; the opportunity
to live independently, to work and to
contribute to society; the opportunity
to realize their dreams."

The Hilton/Perkins Program
focuses on six key areas to help multi-
handicapped blind and deaf-blind
children realize their dreams: early
intervention for infants and preschoolers,
parent organizations, teacher training,
programs for school-age children,
materials and in-service training.

Early intervention is the first key
area of support. The early intervention
program begins working with multi-
handicapped blind and deaf-blind
children shortly after birth to help them
overcome the obstacles they face. For
every child, intense stimulation during
the first few years of life is critical to
mental and physical development.

Students enjoy an aftei^noon of fun and
dancing under the sun.

Often, Perkins
teachers meet with
parents even before they
leave the hospital
following the birth of
children who are multi-
handicapped blind or
deaf-blind. Teachers work
with parents and siblings
— teaching them how to
play and communicate
with children. Parents
learn how to create

stimulating environments that children
can explore independently. As the
children grow from infants to toddlers
and preschoolers, the program follows.

"Early intervention programs
produce dramatic results," said Michael
Collins, Director of the Hilton/Perkins
Program. "Children do remarkably well
in school and may progress as quickly

Braille allows a student to appreciate an
off-campus nature trail.

Dudley Willis
Cap] i vi. ( Iampaign Chair

AND

Former President

George Bush
Honorary Chair

as nonhandicapped
children."

Parents are the second
key area of support. The
Hilton/Perkins Program
provides assistance and
funding for two national
parent organizations —
the National Association
for Parents of the Visually
Impaired (NAPVI) and the
National Family Associa-
tion for the Deaf-Blind.
The Perkins campus, in fact, houses the
national office of NAPVI. From the
Watertown campus, the office reaches
out to local chapters, like the Concord,
New Hampshire chapter. Whether in
the USA, Poland, Argentina, Hungary
or Uganda, the mission is the same.
NAPVI parents console, counsel, share
success stories, and help restore one
another's confidence and hope. They
also prepare new parents for the
inevitable challenges they will face as
their children grow.

"Parent organizations work to make .
medical professionals, social workers and
educators aware of programs available to
multi-handicapped blind and deaf-blind
children," Collins said. "We are hopeful
that the professionals will, in turn, advise
other parents in need." Staff work with
local school systems and governments •
to advocate for children. Through news-
letters, conferences, meetings and one-
on-one consultation, they help parents
find the resources they need to raise
their children.

Teacher training is the third key
area of Hilton/Perkins Program sup-
port. Look no further than Boston
College in Newton or the University of
Massachusetts in Boston. Or look further
— Slovakia's Comenius University or Suan
Dusit Teacher's College in Thailand.

"There is a worldwide shortage of
teachers for multi-handicapped blind and
deaf-blind children," Mr. Collins said.
More than 1,100 have received training
through university programs — over
twenty universities throughout the world
— supported by the Hilton/Perkins
Program, ensuring that competent,
experienced teachers will be available
in the future.

School-age children are the fourth
focus of the Hilton/Perkins Program.
In Maine or Mozambique, the Program
consults with schools and school systems
to help create effective educational
programs for multi-handicapped blind
and deaf-blind children. "The Program
works with special schools for blind or
disabled children that need help
expanding their programs to include
multi-handicapped blind or deaf-blind
children," Mr. Collins said. "It also works
with public school systems to develop
special programs for these children."

Materials, the fifth program focus,
are a major initiative. They ensure that
universities and other institutions have
the materials they need to educate
teachers of multi-handicapped blind and
deaf-blind children. "The materials
shortage is greatest in developing
countries," Mr. Collins said. "To date, the

program has provided
translations of scores of
articles and textbooks
into 12 languages."

In providing
teaching materials, one
important item origi-
nates on the Perkins
campus — the Perkins
Brailler, a sturdy and
easy-to-use braille writer,
designed by Perkins
teacher David Abraham.
Since production began
in 1951, more than
240,000 Perkins Braillers
have been produced —
and are in use
worldwide.

The final program support area, in-
service training, brings together leaders
in education for multi-handicapped blind
and deaf-blind children. These leaders
are beckoned to numerous conferences
around the world — including the 1992,
first-ever National Conference on Deaf-
Blindness in Washington, DC. "We drew
together more than 750 parents and
professionals to share ideas and hear
addresses by researchers, teachers and
political leaders," Mr. Collins said.

Each of the six elements of the
Hilton/Perkins Program is Woven into
a comprehensive approach. "At the
heart of the Hilton/Perkins approach is
a belief in collaborating with local organ-
izations and investing in programs that
have demonstrated a commitment to the
Program's goals," Mr. Collins said. First,

Taking the time to communicate is
always an important part of the day.

the program works to
align disparate
organizations working
separately to address
children's needs. Then
the program facilitates
discussion among the
groups, forging a
consensus and a plan.
That accomplished, the
Hilton/Perkins Program
steps outside the network,
offering ongoing support
and guidance but giving
the network independence.

"I compare our work to building a
campfire," Mr. Collins said. "When we

A father and son participate in the New
England Regional Seminar for Children
with Visual Impairments, held at Perkins.

" I HI PRl II

: i ii : I il I ■

and DEAF-BLIND CHILDREN

I HROUGHOUT THE WORLD

HAVE THE SAME

OPPORTUNITIES AS

THEIR SIGHTED PEERS . .

THE OPPORTUNITY TO

REALIZE THEIR DREAMS."

Dudley Willis
Capital Campaign Chair

start working in a region
we look for the fuel —
the people, the commit-
ment and the basic
resources necessary to
support a program.
Often we find the fuel is
scattered. By gathering it
and coordinating isolated
efforts into one solid
network, we have what
we need to sustain a fire.
Our role is to provide the
spark. Once lit, the fire
provides light and warmth to children
for generations to come."

Mr. Carlson, President of the Perkins
Board of Trustees, said, "In doing the
work we do, we remind each other and
the world how valuable each child's life
must be. This reminder, this vision,
gives us the strength and courage to
continue to pursue our mission — and
the strength and courage to enjoin
others to help us meet the Hilton
Foundation's challenge and our $5
million goal."

Mr. Carlson pointed out that the
School's request for annual support
is separate from the five-year Capital
Campaign. "Our annual campaign helps
us maintain the School's current level
of programming, while the Capital
Campaign will support the Hilton/
Perkins Program's continued expansion,"
he said. "Both are of critical importance
to multi-handicapped blind and deaf-
blind children on the Watertown campus
and around the world."

Computers

in the
Classroom

T IS A BEAUTIFUL, CLEAR
AUTUMN DAY. Colored leaves
sway in the breeze and fall to the
ground. The bells of the Perkins Tower
ring throughout the campus, sounding
the time of day.

A rhythmic sound echoes through
the hallway of the Howe Building as
a braille printer produces the words
that a student has just entered into the
computer. In the Hilton Building, across
campus, another student types at a
keyboard as a synthesized voice repeats
each letter out loud. From the windows
of Potter Schoolhouse, small voices
singing familiar songs pause while
animated characters dance across the
screen. In the preschool house a tiny
hand presses a switch that immediately
brings music and colorful pictures to
the screen. Just like their sighted peers
in schools across the United States,
Perkins students of all ages are becoming
more and more familiar with computers
every day.

As we enter the latter half
of the 90's, computers are a
part of life both on and off the
Perkins Campus. Used as tools,
computers can empower,
educate and liberate students.
"Enabling Perkins students to
become computer literate puts
them on a par with their sighted
peers," says Sandy Smith, a
computer teacher in the
Secondary Services Program.
The endless uses of computers
must be examined when creating
individual education plans. With each
student, teachers must determine a
specific direction and an individual
approach, utilizing special equipment
or working towards unique goals to meet
a particular need, such as expanding
communication skills. "It's the approach
that you take that makes the difference,"
says Deaf-Blind Program computer
teacher, Wendy Buckley. Progress
does not always happen quickly, "It's
a building process," confirms Wendy.
"You must be with the students every
step of the way."

Left: Used as
teaching tools,
computers make
learning fun.
Right: Small
and compact,
the Braille 'n
Speak can be
carried anyiuhere.

As early as
preschool, students
are introduced to
technology.

As educational aids,

computers have become an

important part of the

comprehensive program at

Perkins. Whether in the

classroom or the cottage, the

interaction students have with

computers ties together many

different areas of learning.

Currently, computer usage at

Perkins has three focuses. One

of these is computer-assisted

instruction, which allows

students to work on traditional

subjects, such as math, while

using software programs that

add an element of fun to

potentially mundane drills.

Also, computer applications,

like telecommunications or

word processing, are used in a

variety of situations, from

helping students do

homework to writing a letter home.

Finally, adaptive methods, such as the

development of special keyboards or

computers that can be activated by voice

commands, allow students with

additional disabilities to access and use
technology. For
some students an
adapted computer
can offer a way to
communicate
directly with others.

Incorporating
computers into a
child's educational
program involves a

Computers can be adapted to meet the needs
of each individual.

step-by-step process, for many students
may have limited experience with
technology. The most important step is
to gain a student's interest and eliminate
any fears. "We teach students that
computers allow you to make mistakes,"
says Secondary Services computer
teacher, Sandy Smith. At Perkins,
teachers have access to many different
systems allowing them the freedom to
apply whichever one they feel is most
useful in a specific situation. Through
exposure to different methods and a lot
of trial and error, teachers and students

MICHAEL ROZENAS

PERKINS STUDENT, Michael
Rozenas is currently
studying American History
in a class atWatertown High
School. Eighteen-year-old
Michael is totally blind
and an avid braille user.
Through the work he does
atWatertown High and
his studies in the Perkins
Secondary Services Program,
Michael has become quite
proficient with computers.
He uses a Braille 'n Speak,
a small computer about the

size of a VCR cassette tape
that repeats what he types
into it out loud. In a
classroom, he has the ability
to listen to the computer
through headphones so that
it does not distract other
students. The Braille 'n
Speak is portable, making it
easy for Michael to take it
home every night to do his
homework. He types
information into his comput-
er in braille, but has the
ability to print out his notes

or assignments in either
braille or print. This versa-
tility allows Michael to
proofread his own work
in braille, but hand in
his homework to his
Watertown High School
teacher in print, just as his
sighted classmates. ♦$♦

ELISABET NOLASCO

EE-I-EE-I-O sings Elisabet
Nolasco along with her
computer. The verse
ends and Elisabet listens
intently for her next
set of choices for old
MacDonald's farm. As the
picture of a cat (which
Elisabet cannot see as a
result of her anopthalmia)
appears on the screen,
the word "cat" is heard.
Simultaneously Elisabet's
teacher hands her student a
tactile symbol, a piece
of fur, to reinforce the
meaning of the word
she has just heard. Four

seconds pass and "sheep"
resounds. This time Elisabet
feels a piece of wool. Four
more seconds and the word
"chicken" accompanied by
some dried corn is
presented to Elisabet. At this
moment, she repeats the
word "chicken" and hits the
oversized round switch in
front of her to select her
favorite. Her actions prompt

the computer to break once
again into verse as Elisabet
follows along, eager to make
the sound of a chicken. In
her third year at Perkins,
eight-year-old Elisabet, who
is originally from Puerto
Rico, has made great strides.
'The computer is a real
motivation for Elisabet," says
her speech teacher, Deirdre
Walsh. She enjoys the music
while working on choice-
making, auditory scanning
abilities and increasing her
expressive language, all at
the same time. ♦$♦

-\ student eagerly
awaits her work
from the braille
printer.

try to find
the most
appropriate
technology for
each individual.
"You never
know when you
are going to
make a breakthrough and you will never
know unless you try," says Sandy. Many
educational computer games have
proven to be an excellent resource,
allowing a student to be entertained
while working on logic, problem solving

and motor skills at the same time.

With all the wonderful benefits a
computer can bring to the learning
environment, one must always remember
the basic need for ongoing training in
reading, writing and braille instruction.
"There is a need for balance where
computers do not outweigh but rather
complement and enhance different and
important skills," states Sandy. Wendy
agrees, "Used correctly, the computer is
a powerful teaching tool that can open a
whole new world for students who are
blind, multi-handicapped and deaf-blind."

JAY GIBSON

JAY GIBSON, age 21, is a

^^r ^^^F*^B Ul * ""^ifiB

been programmed into

student in the Perkins

.1 — ^ ^Vw ^B

Jay's Liberator, and he has

Deaf-Blind Program. For

memorized the icons that

two hours ever)' Thursday,

^ErZ^w >. .flff

will recall them. Using

Jay goes to work at the

head movement to direct

nearby Arsenal Mall in
Watertown Massachusetts.

the pointer, he is able to
tell his computer to say,

Jay's job is to offer informa-

communicate, Jay uses a

"I hope you enjoy yourself

tion flyers and greet

device attached to his

today," by selecting the

shoppers as they enter the

wheelchair called a

sun symbol. Wren people

Mall. Using his vision in

Liberator • — a small

hear Jay's friendly greeting

conjunction with a big

computer that looks

and see his cheery face,

smile and a little help

much like a keyboard

they are encouraged to

from technology, Jay is a

with pictures on it. Jay uses

come over and take flyers

star. Although Jay is deaf

an optical head pointer,

out of a pocket on the

and familiar with sign

acting as a photo sensitive

front of Jay's wheelchair. '

language, his ability to sign

switch, to make connect-

As people leave the Mall,

is limited by cerebral palsy .

ions and activate the

they can hear Jay's farewell,

and his functional speech

choices on his board.

"Good-bye, thank you for

is very limited. To

Several key phrases have

coming." ♦$♦

*995 Graduation

Friday morning, June 16, 1995,
Dwight Hall brimmed with
music. The organ accompanied
thirteen graduates as they proceed-
ed to the stage through the crowd
of family, friends, teachers and
admirers. The Perkins Chamber
Singers presented the Shaker hymn,
"Simple Gifts," and the Upper
School Chorus sang "Morning Has
Broken." Several members of the
graduating class contributed to the
ceremony. Anthony DeBlois played
Robert Schumann's "An Die Musik"
on the piano, Jason Ellsworth
offered "Oh What a Beautiful
Morning," Rebecca McCrow sang
about our heroes, and Jeffrey
Watkins reminded us to dream
"The Impossible Dream."

Massachusetts
State Senator
Warren E. Tolman
delivered the
commencement
address. He spoke
about the graduates' hard work,
perseverance and courage. He
emphasized that Perkins graduates
"have overcome barriers many
people... will never face." Perkins
graduates are sources of inspiration
for everyone who faces obstacles.

Director Kevin J. Lessard
awarded annual school prizes,
and President of the Perkins
Corporation C. Richard Carlson
presented Diplomas and Certificates
of Accomplishment to graduates of
Perkins Deaf-Blind, Life Skills, and
Secondary Services Programs.

Music filled the air once again
as the graduates left Dwight Hall
in their blue caps and gowns to a
symphony of congratulations.

H Recipients of Diplomas
H and Certificates of
M Accomplishment

•i Daniel Earl Adams
I West Danville, VT

1 Danielle Victoria
I Austin

I Lexington, N1A

a Craig Richard

2 Bilodeau

| Wattingford, CT

1
m Derek Bjorkman

I Middleboro, MA

fa Anthon

\ny Thomas
DeBlois

Waltham, MA

|s Jason Ellsworth

Broad Brook, CT

Bob Gagnon

Lincoln, ME

jj Anthony Eugene Hall

fe Randalls town, MD

9f. John Eldon King Jr.

| Vienna, VA

. ■'! Rebecca Lynne
I McCrow
M Providence, PJ

$ John William

fj Pappalardo

I Medford,MA

m Michael Montgomery
I Seddon
Netu Paltz, NY

I Jeffrey Scott Watkins
i Burke, VA

Class of 1995

Mkhaela Dredanova

Slovakia

Vula Ikonomidis

Brazil

Janka Kolencikova ,

Slovakia

Sandra Polti

Argentina

Janka Sarisska

Slovakia

Zhu Yanhui

China

Educational Leadership
Program Graduation

Participants of the 1995
Educational Leadership
Program gathered in the Perkins
chapel last June to celebrate their
graduation. Three professionals
from Slovakia, and one each from
Argentina, Brazil and China spent
the past school year enhancing their
leadership and supervisory skills
and increasing their knowledge of
how to educate children who are
blind, multi-handicapped blind or
deaf-blind. Students and staff at
Perkins honored their hard work
and contributions to our programs.
Janka Kolencikova from Slovakia
spoke for the graduating class.
She thanked Perkins for a year of
opportunities: living on campus,
learning in
specialized
classes and
Perkins
Programs and
taking courses
at Boston

College. When they return to their
home countries, the professionals
will teach, create programs, and
train future teachers.

"What would we like to take
home?" Janka asked during her
graduation speech. She answered
intently, "Perkins and its heart."

It is always with sadness that
Perkins watches friends leave our
campus. With pride, we say good
luck to the 1995 Educational
Leadership graduates as they depart
to deliver programs and services
worldwide to children who are
blind, multi-handicapped or
deaf-blind.

Preschool & Infant/Toddler
g r a d u at i o n s

Energy and
excitement
are always high at
Perkins Preschool
and Infant/Toddler
Graduations.

Students sing together and
individually. They play with musical
instruments — small electric piano,
guitar, hand drums, bells — and a
cornucopia of toys. The daring ride
ponies or climb on swings. They
move by themselves among small
chairs, parents' legs and one
another.

Their movement itself is a
celebration, for children with
visual handicaps often have to
learn how to explore. Whether
inside at the Infant/Toddler
Graduation or outside among
musical instruments and chimes
hanging from trees at Preschool
Graduation, students, parents and
teachers celebrate another year
of learning and growing.

Reflections

Perkins people and happenings
on and off campus

The Boston Pops
Plays for Perkins

It was a special treat to
have the Boston Pops
Orchestra perform in
Dwight Hall for the
Perkins community.
Students enjoyed the
treat not only of listening
to a live performance of
the famous orchestra but
also sitting among the
violins, drums and tubas.
Too large for the stage,

the orchestra set-up
on the Dwight Hall
floor, making
everyone in the
audience feel,
literally, in the
middle of the music.
Classical music, jazz
and pieces from
'Jesus Christ
Superstar" never
sounded better.

They've Got the
Sun's Energy in
Their Hands

On display in the Perkins
museum, a marble
sculpture entitled "Sowelu:
the Sun's Energy" has
captured students'
attention. Local artist,
Scott Crystal, contacted
Perkins after a neighbor
who is blind told him how
interesting it was to touch
the smooth twists and
turns of the cool marble
sculpture. Students from
all of Perkins' Programs
have enjoyed the freedom
of exploring the artwork
with their hands, some-
thing that is not always
possible in other museums.
What a wonderful exper-
ience it has been to
explore freely such an
intricate sculpture.

Scouting for Fish

Perkins Scouting troop
reeled in over thirty fish
when theyjoined members
of the North Walpole Fish
and Game Club for an
afternoon of fishing and
friendship. The Club
supplied rods, reels,
baseball caps and a cook-
out. "It was a good time.
We had lots of laughs,"
said Club member, Robert
R. Wood, who helped
organize the day of
adventure for Perkins
students. It was
their second
annual outing
together. Scouts
and seasoned
fishing veterans
alike look
forward to
furthering their
friendships on next year's
fishing expedition.

Painting
What He Feels

Recently a painter from
Turkey visited our campus
to display his art and
demonstrate his technique

to staff and students. Blind
since birth, Esref Armagan
taught himself to paint as
a child. After feeling an
object or listening to
someone describe a scene,
he uses a braille stylus to
draw a raised outline. He
then applies colors in oil
paint with his fingers,
creating images. His work
was recently on display
at a New York Hilton
Hotel. Mr. Armagan's
perseverance and artwork
are an inspiration to
everyone.

Perkins Strengthens
the Field

Three professional
conferences were recently
held on campus:

The International Preschool
Seminar brought together
fifty professionals who
work with infants,
toddlers and preschool-
age children. They
discussed vision screening
strategies, the creation of
a national registry and
the need to continue
advocacy for services for
children who are blind,
multi-handicapped blind
and deaf-blind.

The 1995 Perkins Outreach
Summer Institute organized
an intensive week-long
training program. From
daytime lectures to late
night brainstorming
sessions, professionals
honed their skills of
bringing independent

living skills into the
classroom. Because
most participants were
itinerant teachers who
are the only professionals
working with children
who are visually handi-
capped in public school
settings, they were
thrilled to collaborate
with peers.

The Hilton/Perkins
Program, the Canadian
National Institute of the
Blind and Sight Savers
of the United Kingdom
sponsored The Manage-
ment of Non-Profit
Organizations and the
Planning of Services for
the Blind and Visually
Handicapped. The
program included two
weeks on campus. Eleven
professionals from the
Caribbean benefited
from Perkins experience
in developing, managing
and running programs
for children and
adults who are visually
handicapped.
Afterward, participants
performed two weeks
of field work in
Canada, under the
supervision of the
Hilton/Perkins
training program
coordinator.

Another Perkins
Miracle Worker

Eddie Martinez, a student
in the Deaf-Blind Program,
literally brought to life the
Masconomet High School
production of the famous
play about Anne Sullivan
and Helen Keller, "The
Miracle Worker." After
everyone watched a few
scenes from the play,
Eddie addressed the
audience. He spoke
through a Perkins inter-
preter about being deaf
and blind, his daily life
and dreams. Masconomet
students learned directly
from a person, who is deaf-
blind like Helen Keller,
that he has everyday
concerns similar to their
own. A great teacher
himself, Eddie, as a local
newspaper reported,
"increased what the
students see."

Real Speaker for
"Let's Get Real"

Community Living
Services resident, John
Gerstenfeld, spoke to
several hundred people
at the Massachusetts
Department of
Mental Retardation
Annual Conference.
"Let's Get Real:
Real People and
Real Supports."
Sitting on stage in
a blue blazer, John
talked about his progress
toward becoming indepen-
dent. John lives in the
Perkins Beechwood
Residence, a supervised
living arrangement for
adults. He takes two buses
and two subway trains to
his maintenance job at the
Charlestown YMCA. John
was well-prepared for
the paid speaking engage-
ment, even bringing
picture flash cards as
notes. When asked about
his goals, John replied that
he is preparing to live with
friends in a condominium.
He also looks forward to
more public appearances.

Calendar of Events

1995 Holiday Concerts

Sunday, December 10
at 3:00 pm

Thursday, December 14
at 7:30 pm

Graduation

Friday, June 14 at 11:00 am

Alumni Weekend

Friday, June 14 at 5:00 pm
to Sunday, June 16

Dr. Seuss at
Lower School

The theme of Lower
School Spring Revels was
a blast from
staffs past
and a current
student favorite.
Students read
stories and
sang lines
from Dr. Seuss
classics, such
as Cat in the

A colorfully painted puzzle of
the manual alphabet donated
to Perkins by Lovett Woodworks
ofQuincy, Massachusetts.

Hat, Green £ggs and Ham,
and one fish, two fish, red
fish, blue fish. Students in
big, floppy hats sang solos.
Others played musical
instruments, including
a guitar and a recorder.
Hats off to everyone who
helped create a colorful
and melodious spring
afternoon.

Lower

S c h o o i

Students enjoyed the 25th annual
trip to Cape Cod National Seashore.
Sun, waves, and the Buttonbush
Trail, with features for people who
are visually handicapped, made for
a spectacular day.

A T

Cape

Cod

THIRTY-FIVE
YEARS OF SERVICE

Margaret Ballou
Lower School Program
Leon Murphy
Howe Press .

THIRTY YEARS
OF SERVICE

Priscilla Chapin
Lower School Program
Peter Fusco
Howe Press
Leona O'Keefe
Deaf-Blind Program
Curtis Woodcock
Grounds & Maintenanc

Employees Recognized

at the 15TH Annual Service

Award Ceremony

Ronald Isaacson
Howe Press
Rosalind Lannquist
Secondary Services

TWENTY YEARS
OF SERVICE

Delma Boyce
Deaf-Blind Program
Cynthia O'Connell
Lower School Program
Joan Katz
Secondary Services
Carmelo Laboy
Howe Press
Mary McCarthy
Lower School Program
Elizabeth Murphy
Deaf-Blind Program
Maria Rodriguez
Howe Press
Robert Rowley
Howe Press
Thomas Trapasso
Howe Press

TWENTY-FIVE YEARS
OF SERVICE

Walter Alexander
Deaf-Blind Program
John Boudreault
Grounds & Maintenance
Clarissa Burnett
Deaf-Blind Program
Brenda Howard
Secondary Services
Paula Huffman
Secondary Services

FIFTEEN YEARS
OF SERVICE
Weston Allee
Howe Press

Steven Davies
Hilton /Perkins Program
Deaf-Blind Program
Lynn Eisenberg
Secondary Services

Jeanne Fleming-Newell
Secondary Services

Deborah Gleason
Preschool Program
Adelbertinajordao
Storeroom

Karen Husman Keeler
Secondary Services
Dorothy Leslie
Director's Office
Vasilios Momtsios
Community Living
Services

Stephen Perreault
Hilton/Perkins Program
Susan Summersby
Deaf-Blind Program
Roberta Tomascoff
Loiuer School Program
Marie Vollemans
Secondary Services

Roseanne

H eggar-M c N augh t
Storeroom

Ann Henry

Lower School Program
Joanne Ingalls
Storeroom

Joseph Kenney
Braille & Talking
Book Library

Mildred Mariano
Secondary Services

Norma McCormack
Director's Office
Patricia McDaid
Life Skills Progr'am
Jeffrey Migliozzi
Community Living
Services
Linda Oleson
Community Living
Services
Barry Reilly
Business Office
William Schmitt
Grounds & Maintenance
Julie Smith
Deaf-Blind Program

TEN YEARS
OF SERVICE

Geneva Bass
Life Skills Program
Gloria Bass
Life Skills Program
Maria Centeio
Life Skills Program
Kim Charlson
Braille &f Talking
Book Library
Donald Davis
Secondary Services
James Earl
Business Office
Kevin Hartigan
Lower- School Program

Pamela Stafford
Life Skills Program

Thomas Stanley
Community Living
Services

Sharon Stelzer
Deaf-Blind Progr'am

Barbara Torchetti
Director's Office

Vicki Vogt
Braille & Talking
Book Library
Kathryn Wiese
Community Living
Services

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from our
programs and services. The gifts and bequests of Perkins' friends make it possible for
the school to sustain the excellent quality of services that has been the Perkins
hallmark for more than one hundred and sixty-five years.

If you wish to make Perkins School the recipient of a personal bequest, the following
form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation
duly organized and existing under the laws of the Commonwealth of Massachusetts,
the sum of dollars ($ ), the same to be applied to the gener-
al uses and purposes of said corporation under the direction of its Board of Trustees;
and I do hereby direct that the receipt of the Treasurer for the time being of said
corporation shall be sufficient discharge to my executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind
gratefully acknowledges recent
donations in memory of:

Grace Ajemian
Christine Bayley
Maisie Benson
Rita Berg
Milton Bergman
H. Leo Birom
Mildred Butler
Peter Carris
Lawrence Cimcotta
William H. Connolly
Elizabeth W. Cook
Mariana Davenport
Robert Elliott
Oreste Fabrizi
Alfred Falk
James A. Fitch
Elizabeth I. Fitzpatrick

James Haley
Robert Hart
Vivica Heine
Alice Hilditch
Brenda Howard
Sidney Kirshem
Milton Kirsner
Gorman Landers
Vivian Lawson
Alfred Lenz
James Locke
Carolyn Lofstedt
David Low
J. Elizabeth Mann
Evelyn Melanson
Ruth C. Meuse
Adolph M. Mischler
Alice Naven
Wilma True Newton
Margaret Pfizenmaier
Mary Picone

Arthur O. Poole, Jr.
Mary Rawley
Rose Richmond
Richard Riley
Cathy Sabatino
James V. Sacchetti
James Servello
Emma Shoichet
Edna Silva
Jenny Sorensen
Alfred H. Souza, Sr.
Bella Steele
H. Ernest Stone
Helen Clark Streeter
Elizabeth Tolbet Thram
Elizabeth M. Veazie
Faye Wermick
Geraldine Wheeler
Helen M. Wilbur
Dorothy Winter

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. 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 Education
and Mental Retardation and by the
Commonwealth's Office for Children.

The Perkins School for the Blind admits
students of any race, color, creed,
national and ethnic origin to all the
rights, privileges, programs, and activities
generally accorded or made available
to students at the school. It does not
discriminate on the basis of race, color,
creed, national or ethnic origin in the
administration of its educational policies,
scholarship, and athletic and other
school-administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editors: Jennifer Jordan
Robert Guthrie

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

SPRING

19 9 6

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

Message from the Director

t ' brim

Music in the Air

pring has finally arrived on the Perkins Campus, and we recognize the
luonderful accomplishments of our students during the School Year 1995-1996.
We are proud of all our students and we congratulate them for all of their hard
work and all of their efforts.

The past year has been filled with many programs and activities, and in this
issue of The Lantern we proudly highlight our music services
for students in all of our on-campus programs.

Our music staff recognizes their responsibility of develop-
ing each child 's individual talents, as well as enhancing our students '
understanding and appreciation of teamwork and cooperation. I would like to
thank them for their work and dedication.

You will also have an opportunity to learn more about our students and their
many performances in the community and their contact with local organizations
and schools. This, of course, gives them an increasing number of opportunities to
meet other students, the general public and other musicians.

If you have not attended a Perkins musical event or if you have not had the
good fortune of hearing our music in your community,
I hope that at some time you will have the chance to
hear the wonderful music of our students.

Cover: Life Skills student, Justin Eskot, enjoys a guitar
in the sunshine during music class.

Kevin J. Lessard, Director

Music in the Air

Throughout campus,
music helps students
learn, explore the
world and express
themselves. Join
five Perkins students
whose lives are richer
for music.

"THERE IS MUSIC

IN EVERYONE, NO

MATTER WHAT THEIR

DISABILITY."

-Music Teacher,
Nat Dane

The Lantern

Volume LXV, Number 2
Spring 1996

Reflections

Celebrate another year
of adventure at Perkins
and learn more about
students who have
visited ducks in Boston,
gone to the circus,
competed throughout
the Northeast, received
awards and met the
Governor.

Development

Your planned giving
helps the future of
many children. See
how you can make a
difference.

Contents

Musi

I N

A I R

Q^h

usic is universal, both on and off
e Perkins Campus. Throughout
the School, it is an important part of the
curriculum. "There is music in everyone, no
matter what their disability," states music
teacher, Nat Dane. Through music, many
Perkins students find their expressive
voices. For all of our students and their
varying developmental levels,
the basic principles and
philosophy are the same:
engendering trust and
creativity to develop a
greater sense of self-esteem.

Students are given an
opportunity to reach their
highest musical potential in
a variety of situations. Music
therapy provides students
who are blind, visually
handicapped and multi-
handicapped blind an
opportunity to work on developmental
skills, social interaction and self-expression.
Music also offers students access to their
communities after graduation through
participation in church choirs and other
musically oriented activities.

In Secondary Services, the music
program consists of activities to accom-
modate students of many different
developmental levels. "Music is extremely
adaptable," says Nat Dane. "It can be
shaped to meet all students' needs." On the
most fundamental level, students are taught
basic musical skills, such as rhythm and
breathing. Eventually they will develop a
repertoire of songs and become familiar

YOUNG PEOPLE

HAVE A SPECIAL

INTEREST IN MUSIC

IT IS SOMETHING

THAT ALL KIDS CAN

RELATE TO, BLIND

AND SIGHTED

-Arnie Harris,
Music Teacher

with a variety of instruments. Individual
sessions are offered to those who benefit
from one-to-one instruction; while, singing
together in classes, strengthens the
cohesion of the group.

For students who have expressed
interest in group singing, but do not yet
have the ability to sing with the Chorus or
the Chamber Singers, a group
called the Music Makers was
formed. Music teacher, Jennie
O'Brien, sees this group as a
training course from which
students can graduate to the
Upper School Chorus.

Many blind, visually
handicapped and multi-
handicapped Secondary
Services students, ages 13-21,
are members of the Chorus,
Chamber Singers and Handbell
Ensemble. Here they continue
the long tradition of musical programs that
has been an important part of Perkins since
the School was founded in 1829, presenting
two concerts on the Perkins campus each
year, including a holiday concert. They also
perform in community concerts through-
out the Boston area.

This year, the Handbell Ensemble is
made up of 13 students who ring a set of
over 60 bells in four different octaves.
"Students learn motor and listening skills as
well as how to interact with others," states
Adele Trytko, who leads the Handbell
Ensemble. "Although each student has his
or her own part, it is essential that they
work together." The highlight of the year is

a performance held at Old South Church
in Boston, which is also attended by several
other handbell ensembles.

The Perkins Chorus and Chamber
Singers are proud to have sung for the
President of the United States, George Bush.
They recendy sang in front of over 1000
people at a conference of the International
Association for Volunteers and have also per-
formed at the Kennedy Library in Boston.
"Being part of the Chorus or the Chamber
Singers is like being on a varsity team," says
music teacher, Arnie Harris. "Being part of a
team is important for our students to exper-
ience." Last year, the Perkins Chorus and
Chamber Singers attended a music festival
in West Virginia, with students from other
Eastern schools for the blind, to perform
vocally and instrumentally. On the last day
of the festival, all of the students came
together to sing as one chorus.

The three musical ensembles perform
at nearby high schools for their sighted
peers. Arnie Harris feels that this kind of
activity is an important social experience
for everyone. Before or after each concert
with another school, there is a social hour
to give students time to meet and talk with
their sighted peers and make new friends
their own age. Arnie Harris emphasizes,
'Young people have a special interest in
music. It is something that all kids can
relate to, blind and sighted alike."

Many members of our musical groups
receive individual voice lessons and in-
struction in reading braille music. They
are also provided opportunities to learn a
variety of instruments, such as flute, guitar
or violin. With some students, voice teach-
er, Jennie O'Brien, works on range or pitch
related skills. In her more advanced
sessions, she takes the time to discuss the

A music class
enjoys a spring
afternoon
under the shade
of an apple tree.

i9£-

YUNG CHOI

When

Kyung came
to Perkins
two and a
hall' years
ago at age
19, she was
unable to

speak English or read braille. Due to an ill-
ness, Kyung became blind at age thirteen
and left her school in Korea. At that time,
she also stopped playing the piano.

Years later, Kyung and her mother trav-
eled to Boston so that Kyung could receive
medical treatment. Here, they discovered
Perkins. After learning English, Kyung, now
22, has made incredible progress academi-
cally, and her musical talents have begun
to flourish.

In addition to her academic courses,
Kyung takes piano, voice and flute lessons.
She belongs to the Perkins Upper School

Chorus and Chamber Singers. After math,
piano is Kyung's favorite subject, and hei
favorite composer is Chopin. Piano teacher,
Maria-Pia Antonelli. sees a grcal deal ol
potential in Kyung. "She is conscientious
and a very hard worker," says Miss Antonelli,
who teaches more than simply how to play a
piano piece. "It is also important to develop
music appreciation."

An excellent student, Kyung can now
read braille music independently. Kyung has
also been awarded a scholarship, making it
possible for her to continue her education
at Perkins this year and take additional
piano lessons at the Longy School of Music.
She has even considered using her skills in
the future as a piano teacher. Kyung is
working towards her final recital next
spring. Music, which for Kyung has been
enhanced by Perkins, will always be an
important part of her life. ♦

content of the songs. "Talking about the
text is important," Ms. O'Brien says. "To
sing a song properly, one must understand
its meaning and why someone would be
singing this song." If a song is being sung
in a foreign language, the translation is
discussed. Once students feel comfortable
with the piece they are working on, they
become more self-confident. At the end of
each school year, students perform in a
school recital.

Maria-Pia Antonelli, a piano teacher
of 43 years, incorporates braille music, a
different code from that of braille text, into
her lessons. Other students learn piano by
rote or by the Suzuki method which is
taught by Adele Trytko. The Suzuki

method is based on the premise that music
is like a language and if it is listened to
often enough, it becomes familiar. In some
situations, a select number of students take
lessons off campus at the Longy School
of Music or the Berklee College of Music.
Recently several students have been awarded
scholarships to attend these schools.

In a monthly on-campus concert series,
Arnold Harris arranges for students to
attend musical performances during the
evenings. Musicians, ranging from soloists
to full orchestras, have performed on the
Perkins campus, giving students the oppor-
tunity to enjoy a variety of music from
around the world. In April, Perkins was
fortunate to host the Queen of England's

A SENSE OF
SUCCESS."

-Lisa Martino,
Music Teacher

iting band member shares
his drum with students.

ATTHEW K U C H T E Y

Twee a week, nine-year-old Lower School
student, Matthew Kuchtey, joins three of his
classmates for music therapy. "His energy
and expressions brighten once the music
begins," says music therapist, Lisa Martino.
Born prematurely, Mauhew has no func-
tional vision. Even though he uses his wheel-
chair for most of the day, he is learning to
walk. Listening, responding and taking
turns are all skills that make Matthew an
important member of his music group.

Having limited expressive language re-
quires special and unique teaching materi-
als. Music offers a means of communication
for Matthew. "It is something that he will
work for," says his teacher, Priscilla Chapin,
who has seen a world of difference in all
areas of Matthew's development since he
has been participating in music therapy.
For instance, he has learned various shapes
and colors by incorporating them into

educational
songs. Music
is motivational
for Matthew,
and he has
responded in
many differ-
ent ways, even following general directions
more consistently.

Music has a calming influence and
always brings out Matthew's warm smile. At
times, when he is feeling frustrated, music is
used to comfort him. His occupational and
speech therapists see the benefit as well.
Listening to his tape of favorite songs,
Matthew strengthens his oral motor skills by
singing along, "EE-I-EE-I-O." To the excite-
ment of his physical therapist and mobility
teacher, when it is time for music class,
Matthew is up out of his chair without even
being asked and is able to walk all the way
across the Lower School towards the inviting
sounds of a piano or guitar. ♦

Marching Band from the Royal Yacht,
Britannia. After a magical performance,
members of the band answered questions
and allowed many of our students to play
various instruments. Last year, the orchestra
from the Boston Pops filled Dwight Hall
with an incredible performance that
resounded throughout the campus.

Another opportunity where students in
Secondary Services use their musical talents
is in the Theater Arts Program. They work
on a different musical production each
year. This May they presented Bye Bye Birdie.
Productions are choreographed specifically
for students who are blind, visually

handicapped or multi-handicapped.
Although the Lower School has a
chorus, the emphasis there is on music
therapy. The same is true for the Life Skills
Program. The underlying philosophy is that
every child has some connection to music
and a creative spirit that can be tapped.
"My goal for every child is to have each
one of them experience a sense of success,"
says Lisa Martino. "There are no wrong
sounds in music therapy, every child has
the ability to be successful in making music
and we must make it accessible to them."
For a student who has difficulty with
language, the opportunity to build rela-

You can hear the melodic "Hello Lili,
Hello, Hello, Hello," from inside the
Preschool House when it's six-year-old
Lili's turn to be greeted at the beginning
of each school day. The song continues
with the names of other children in
the class.

Twice a week, our students enjoy
music lessons with teacher, Storm Barkus.
In group sessions, Lili's music class works
on socialization and fine motor skills while
singing, dancing and listening. They sing
about the days of the week, about the
clothes and the colors they are wearing

and about any topic that the class may be
learning at the time.

During an individual session, Lili and
her music teacher may work on language
development, singing loudly then softly
and trying new sounds. "I try to help Lili
apply her musical talent as a form of self-
expression," says Storm Barkus. Storm will
sing a line of a song, stopping at the appro-
priate time so that Lili can sing the last
word of the line alone.

Her teachers describe Lili as indepen-
dent but have found that when working on
music she tends to be more open to inter-
action. 'You can only tell a child so many
times how to put their coat on," says Storm,
"singing directions have a much different
impact."

"Music helps to structure time for Lili,"
says. Storm. "Songs have a beginning and
an end." Developing Lili's voice and
expanding her self-expression is just a
beginning for Lili. ♦

tionships and form a connection other
than through speech can be powerful.
"Each musical session serves as a reassess-
ment of goals and skills," says Nat Dane.
"Silence can be used as a powerful assess-
ment tool during music classes." Children
learn to take turns and listen to others.

Given the strong motivational quality
that music has for most students, music class
can be a good place to acquire or improve
skills in all developmental areas. A speech
therapist may be interested in the different
sounds a child is able to make musically,
and it may be helpful for a physical therapist
to observe how a student holds an

instrument or how a child uses his or her
fingers on the piano. Music is an integral
part of our comprehensive education
program designed for each student, and it
can be used to meet the generalized goals
of all of the teachers involved.

In March, a well-known jazz musician,
Russ Freeman, and his band, the
Rippingtons, visited Perkins to play for
Lower School and Life Skills students. Each
band member introduced himself and gave
the students a preview of the sound of their
instruments. After performing one song,
instruments were handed out to all of the
students in the room, and the Rippingtons

TAYLOR

Sitting in a
relaxed posi-
tion on a car-
peted floor,
surrounded by
musical instru-
ments, teacher
and student
communicate
solely through
music. During
the class no
words are spoken, only sung to a beat or
tune. Jared, a 15-year-old student in the Life
Skills Program, feels completely comfort-
able. "I try to create an atmosphere in
which Jared knows he is accepted for who
he is." says music therapist, Nat Dane. Blind
since birth, Jared is multi-handicapped and
has a very limited vocabulary.

At Perkins, teachers are always looking
for a comfortable learning environment
where a student can. flourish. For Jared,
teachers have found that music opens all

lines of communication. Nal Dane has been
working with Jared for almost five years.
They started out with purely rhythmic
breathing, then Jared began to sing
melodies on his own. "We exchange melod-
ic ideas and together we develop new musi-
cal creations," says Nat Dane. Now, in both
individual and group music classes, a trust
has been developed which allows Jared to
communicate more freely and openly.

Working primarily with improvisational
music is helpingjared to become more flex-
ible and accepting of change. Taking his
turn in larger classes, Jared is now able to
finish lines to familiar songs and participate
in a group. Playing different instruments
and singing have helped increase Jared's
vocabulary, and music has allowed him to
express himself more often. "This kind of
reaching out is a sign of trust, communica-
tion and self-acceptance," says Nat Dane.
"Jared is able to express his creative spirit
through music." Most of all, music is some-
thing that Jared enjoys. ♦

encouraged the students to join the band.
"Improvisation is at the heart of music
therapy," says Nat Dane. After the per-
formance, the Rippingtons shared other
musical instruments with the students,
allowing them to touch and feel the
vibrations as they were being played.

During music class in the Preschool,
children learn to follow directions, to sing
and play instruments and to listen. Each
class is initiated with a greeting song,
incorporating each student's name to make
them feel a part of the group. Every class
ends with a farewell song indicating that
the class is coming to an end and it is time

for a transition. "The greatest benefit I see
for the preschool students," says music
teacher, Storm Barkus, "is the emphasis on
other skills highlighted through music."
Through different melodies and lyrics,
children are taught socialization, names of
body parts and fine motor skills.

Within the Deaf-Blind Program music is
used to motivate those students who have
some residual hearing. For instance, for
one student who has limited signing ability,
teachers have devised a way for her- to
communicate her needs and to make choices.
Each time the student pushes a large red
button attached to the front of her

N A S I L V A

"I have loved the sound of music since I was
little," says 18-year-old Ana Silva who is a
student in Secondary Services. Originally
from Portugal, Ana and her family came to
America when she was eight. "My mother
used to perform in Portuguese musicals
when she was my age," says Ana.

Ana began in the Perkins Lower School
and after five years graduated to Secondary
Sendees. "I had a little piano that my par-
ents bought for me to play with when I was
young," says Ana, "but I only knew a few
notes." She was delighted to begin formal
piano training at Perkins.

Now, Ana is involved in every aspect of
the music program. She plays piano and
guitar, takes voice lessons and is a member
of the Theater Arts Group, the Upper
School Chorus, the Chamber Singers and

the Handbell
Ensemble.
Ana also
takes voice
lessons at the
Longy School
of Music.

At home,
Ana enjoys
listening to

music and news programs on her radio. She
is also involved in her community, singing
in her church choir, just as her mother did
when she was young.

"Sometimes I write songs in my head,"
says Ana as she sits down at the piano and
begins to play the first song she ever wrote.
Then she sings, "I'll be there when you
want me." One can hear Ana's happy voice
as she sings, walking through the halls of
Perkins on her way to class. ♦

wheelchair, a speaker is activated, rewarding
the student with a burst of music. This activ-
ity will encourage the student to use the red
signal to express herself and it will help to
enhance her motor skills. At every school-
wide performance or assembly, an
interpreter stands on the stage using sign
language to describe the words to songs for
those who are deaf. Although the motion is
silent, one can feel the music as the
meticulous hands move in harmony with
the melody.

Our students thrive in the musical
environment at Perkins and they are
developing a greater sense of self-esteem.
For some it may be a means of greater
communication; for others it may represent

more community involvement while at
Perkins and following graduation; and for
a few, it may mean a career after further
study. For all of our students, music is a
very important part of their lives.

Each student plays an important role
in the Handbell Ensemble.

Reflections

Perkins people and happenings
on and off campus

More Than A
Room Of Her Own

Debbie Ravenalle started
as a student in our Lower
School, continued in
Secondary Services, and,
after graduation, moved
into Beechwood, a Perkins
supervised group home.
Today, Debbie begins her
morning in her own apart-
ment. She makes her own
breakfast and gets herself
ready for another day at
a company assembling
and packaging bird
feeders. Debbie loves her
one bedroom apartment
in a Boston suburb. She
receives minimal support
from Beechwood staff
and makes time for her
friends. Debbie spoke
this spring to Perkins
Secondary Students about
the world of work and
independent living. Such
an enthusiastic role model
has much to offer.

"A Wonderful
Journey"

Friends and admirers of
Perkins alumnus, Dick
Crane, gathered at the
Newport Yachting Center
last October to celebrate
the release of his auto-
biography, A Wonderful
fourney. Everyone, in-
cluding many staff from
Perkins, enjoyed the
occasion and were moved
by Dick's story. Blind since
early childhood and
abandoned by his family,
Dick has always perse-
vered. After graduating
from Perkins in 1946, he
began his job at the vend-
ing stand of the Newport,
Pdiode Island Post Office.
He has become a town
celebrity, working with a
delightful grin every day
for fifty years. Dick has
generously donated the
proceeds from his book to
Perkins for the restoration
of our 159-year-old-globe,
which sits in the Howe
Building
lobby. Dick
continues his
wonderful
journey.

Fine Arts

Several students in
Secondary Services have
learned about pottery in
Fine Arts class. They
learned how to join slabs
of clay, use molds, make
pinch and coil pots, and
glaze. The class took a
field trip to a local pottery
shop to see production on
a larger scale. At an exhibi-
tion in the Howe Building,
students showed their
wares: ornaments, boxes,
mugs, and wind chimes.
On another table with
tools and clay, they
explained the methods.
Fine Arts class has
been a wonderful
opportunity for both
learning and
creativity.

Jumping Rope
For Heart

Secondary students
dedicated a fund raiser
to the memory of Brenda
Howard, a Perkins teacher
who passed away earlier
this year. Dance music —
"Jump" by the Pointer
Sisters — blared, and the
Perkins gym was literally
hopping. Students
participated in their
favorite ways. Some
jumped steadily in place.
Others jumped while
walking. One set her rope
in a straight line on the
ground and hopped back
and forth over it. Two
teachers swung a long
rope for other students.
The tireless jumpers were
thrilled to raise over
$1,000. Brenda Howard
would be proud.

Invaluable
Volunteers

A special group of
volunteers has been
helping in our Infant/
Toddler Program. Every
week, infants and toddlers
with visual handicaps,
parents, teachers, siblings,
social workers and clinical
specialists meet at Perkins
for "School Day." When
parents meet with a
social worker, volunteers,
supervised by teachers
and therapists, work
individually with the

infants and toddlers.
Perkins encourages
parents to bring their
other children to "School
Day," and volunteers run
sibling activities to help
those children become
closer to their sisters and
brothers. These volunteers
range from a retired
psychiatric nurse to a grad-
uate student. Their care
and dedication have been
a treasure to Perkins
families and children.

Perkins Goes West

The Hilton/Perkins
Program, through a grant
from the Conrad N. Hilton
Foundation, has published
a handbook, Learning the
Way: A Guide for the Home
Visitor Working with Families
on the Navajo Reservation.
The culmination of three
years of work with the
Arizona State Schools for
the Deaf and Blind, the
handbook addresses
issues and strategies for
culturally sensitive early
intervention services.
Topics include: Navajo
parenting styles, family
participation, rules of
politeness and planning
home intervention. The
handbook is a fascinating
resource and helps deliver
Perkins expertise to
many people far from
our campus. For more
information, call
(617) 972-7339.

Swimming
To The Top

A team of swimmers from
Secondary Services, the
Deaf-Blind Program and
Lower School represented
Perkins at an Eastern
Athletic Association
for the Blind (EAAB)
swim meet in Maryland.
The crowd, coaches and
teammates cheered the
swimmers. Many students
swam their personal best
times. Dana Flier and
Hollie Kraatz each earned
first place medals. Carly
Pease, with her three
first place medals,
practically set the
water on fire.
Months of
training
in the Perkins
pool paid off
for everyone.

Making A
Difference

Throughout campus,
Perkins students have
thought of ways of helping
others. One Sunday,
members of the Perkins
Scouting Troop cleaned
the woods between Perkins
and the Charles River.
Students filled bags with
newspapers, cans, bottles
and other refuse. They
beautified the wooded
stretch and set an example
for passing motorists,
bicyclists and walkers.
Other students have
collected clothes for a
homeless shelter and food
for a soup kitchen. Several
Community Living con-
sumers participated in a
dance-a-thon for AIDS, the
Walk for Hunger and the
Walk for Breast
Cancer. Perkins is
proud of everyone
who has made a
difference in the
community.

Around The
World In A Day

One winter afternoon, our
students learned more
about the world far from
Watertown — the
countries where this year's
Educational Leadership
Program (ELP)
participants come from.
Students were delighted to
explore a stool made out
of an elephant's foot from
Africa, dolls from Eastern
Europe, jewelry and
tapestries from India, and
a stuffed lamb from the
New Zealand display. They
felt raised translucent
maps from Brazil, and one
ELP participant drummed
the arms of a student's
wheelchair to the beat of
Indian music. The student
laughed and shook his
head to the rhythm. The
exciting day of learning
and fun made the students'
worlds a little bigger.

Student Meets
The Governor

Watertown 's Arsenal Mall,
which employs Jay Gibson,
a student in Perkins Deaf-
Blind Program, was recent-
ly recognized by the State
of Massachusetts for hiring
people with disabilities. At
the ceremony, Governor
William Weld said that
such employers show

"that their
businesses
can be
enriched,
more
profitable
and better
places to
work because
they have em-
ployed and
retained
people with
disabilities."

Calendar ^jF'^V

of Events mk s- W\

Graduation ^■V'flL /

Friday, June 14 x^_^^

at 11:00 am

Alumni Weekend

Friday, June 14 at 5:00 pm

to Sunday, June 16

An "Ambassador" at the
Arsenal Mall, Jay greets
people and distributes
advertisements from his
wheelchair. Deaf and
with cerebral palsy, Jay
communicates via a
computer, complete
with a synthesized voice.
As Governor Weld
suggested, the public
and the Arsenal Mall
benefit from Jay's work
and his smile.

Loft of Dreams

Volunteer David Twitchell
asked the Deaf-Blind
Program to dream. He had
constructed several items
for Perkins — a doll for
dressing, a specialized play
table — and wanted to do
a bigger project. Staff
envisioned a multi-leveled
loft with ladders, stairs and
doors that open different
ways. Mr. Twitchell worked
about one hundred hours
at home crafting an
impressive play and
learning structure that
was then assembled and
painted in the Hilton
Building. Therapists and
teachers are thrilled to
have a controlled space for
working with students on
fine motor skills. Students
love their new place to
play. The Perkins
community is grateful
for the hard work of
a star volunteer.

A Ducky Tour

A blustery day could not
keep the Perkins
Scouting Troop from
their "Duck Tour" of
Boston. Early one
morning, six scouts
boarded a big red
amphibious vehicle from
World War II. The tour
went through the rainy
streets of the business
district, by the Boston
Common and past the
Museum of Science.
Excitement built as the
rains stopped and the
truck drove into the
Charles River, instantly
becoming a boat.
Everyone was amazed at

Perkins Picassos

Drawings by students in
the Deaf-Blind Program
were displayed at the
Helen Keller Art Show
at the National Cathedral
in Washington, D.C.
Schools across the nation
submitted artwork by
visually handicapped,
blind, or deaf-blind

Drawings by 15-year-old
Sasha Gyori, student in the
Deaf-Blind Program.

how quickly and easily the
vehicle was transformed.
The boat cruised under
a bridge and past the
concert area of the
Esplanade. On the way
back to shore, the scouts
greeted a family of
swimming ducks with a
chorus of joyful quacks.

youth. All of the works
submitted by Perkins
students were chosen as
national winners and will
be moved to the Helen
Keller Festival in Alabama
or given to Senate and
State offices. Congratula-
tions to our fine young
artists!

The Circus

Comes To Town

Life Skills students
attended the Big Apple
Circus on Boston's
waterfront. Escorted by
circus staff to their seats,
the students sat in small
groups in the first three
rows. Sighted students
were captivated by the
activity — acrobats,
jugglers, clowns, tightrope
walkers — and were
thrilled to be enveloped
in brightness as spotlights
scanned the audience.
Visually handicapped
students cheered with the
crowd and loved the band
that not only played
rousing music but made
exciting stunt noises to
signify the action in the
ring. Endless motion,
sound and hospitality
made for an unforgettable
evening.

A Sporting
Good Time

Sixteen students from all
over New England traveled
with Perkins Outreach
Services to Pennsylvania
for a sports weekend. All
of these junior high and
high school students were
visually handicapped,
and most have been
mainstreamed into public
schools in their home
towns. Many do not
participate in their local
physical education
programs and looked
forward to this weekend
as an opportunity to try
new sports. Others had

Of Christmas Past

Santa made his annual visit
to Perkins Preschool last
December. During the
family holiday party,
students were thrilled by
the jolly man in a red suit.
Brothers, sisters and
parents also joined the
celebration. Santa was
welcomed with rounds of
"Jingle Bells." Games,
food, and handmade gifts
by the students made for
another warm and merry
holiday.

trained to compete.
Whether in track and field,
goal ball, swimming, tan-
dem bicycling, wrestling
or judo, all of the students
made friends and strived
to be their best.

Is A Gift Annuity Right For You?

(Try this simple little test to find out.)

True/False

1. I would like to make a gift to Perkins
School for the Blind that would not
only help Perkins, but would also
provide me with income for the rest
of my life.

2. I would like to receive regular, fixed
payments that I could count on.

3. I would like to receive an attractive
payment rate.

4. I would like a portion of each
payment I receive to be tax-free.

5. I would like to receive a charitable
income tax deduction for my gift.

6. I would like to reduce the size of my
estate to lessen (or avoid) possible
estate taxes.

7. I would like to know more about
charitable gift annuities.

If you answered yes to most or all of
these questions, a gift annuity from
Perkins School for the Blind may fit
your needs. Use the following coupon to
request further information. Or, feel
free to call Perkins' Development Officer
for Gift Planning, Jennifer Jordan, at
(617) 972-7335. As always, your inquiry
will be treated confidentially.

The Double Duty Gift Annuity
You probably know how a gift annuity
works. You give stock or a check to ABC
Charity and we sign a commitment to

give you x number of dollars every year
for the rest of your life. The arrangement
benefits you in several ways including tax
relief. ABC benefits because we obtain
funds to help us carry out our mission.
Gift annuities help both the donor and
the organization the donor cares about.
Some folks like them so well they obtain a
new one every year.

But did you know you can
give gift annuity payments to
someone else?

For example, let's say your mother is 86 -
years - old and lives on a fixed income.
She could use some extra money. So you
make out a check for $10,000 to Perkins
School for the Blind and we establish a
gift annuity with you, naming your
mother as the annuitant. According to
our current rates she would receive
guaranteed payments of $1,020 annually
for the remainder of her life. Perkins
School for the Blind would also benefit
from this thoughtful arrangement.

Or consider this scenario: You have two
adult children and you want to supple-
ment their retirement programs. So you
establish a deferred payment gift annuity
with Perkins for each of them. At the
outset, when you provide the initial
funds, you determine when payments to
your children will begin. It could be age
65, or perhaps later. We handle the
details and guarantee the payments.

Again, the benefits are considerable — for
you, for your children and for Perkins.

Can you give a gift annuity to a non-
family member? Yes indeed. In fact, some
donors use these gift arrangements to
benefit a treasured friend, a longtime
employee, a revered teacher or someone
else they want to assist. Gift annuities can
help just about anyone! And all the while,
Perkins School for the Blind receives a
blessing too.

Jennifer Jordan, our Development
Officer, would like to chat with you
about our gift annuity program and
how these gift arrangements can benefit
you and the special people in your life.
She has some literature for you and
can be reached at (617) 972-7335 or by
completing and mailing the coupon on
the following page. Please take a moment
and let Jennifer hear from you.

Clip & Mail

Please send me information on gift annuities.
Giving Through Gift Annuities

Questions and Answers About Gift Annuities

Why You May Say, Pay Me Later (Deferred Gift Annuities)

I am interested in providing $ for a gift annuity to benefit

, age(s) . Please send me information

about how this would work.

Please contact me to arrange for a personal visit.

NAME

PHONE NUMBER

ADDRESS
CITY

STATE

ZIP

Place completed form in
an envelope and mail to:

Jennifer Jordan
Planned Giving Office
Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from our
programs and services. The gifts and bequests of Perkins' friends make it possible for
the school to sustain the excellent quality of services that has been the Perkins hallmark
for more than one hundred and sixty-five years.

While a few foundations and government grants enable Perkins to initiate new pro-
grams, the consistent support of donors makes it possible for us to continue our academic,
residential, and home-based programs for the many students and clients in our care.

If you wish to make Perkins School the recipient of a personal bequest, the following
form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation
duly organized and existing under the laws of the Commonwealth of Massachusetts, the

sum of dollars ($ ), the same to be applied to the general uses

and purposes of said corporation under the direction of its Board of Trustees; and I do
hereby direct that the receipt of the Treasurer for the time being of said corporation
shall be sufficient discharge to my executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Oilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind
gratefully acknowledges recent
donations in memory of:

Nancy Apprille
Anna Basti
Irene Boudreau
Alice Beta Chase
Jean Chase

Katherine Janney Clark
Joseph Crpyman
Robert Dalrymple
Francis M. Dailey
Louis Devine
Lucia G. Dodge
Cornelius Driscoll
Clarence Dupenspeck
Helen Eaton
Robert Elliott
Bruce Fergusson
Constantina Foundas
Florence Flynn
Beatrice Galvan
Alice V. Gallivan

Stephen Gangemi
Martin Gavin Sr.
Antonetta T. Gentilucci
Katherine E. Graham
Helen Gray
Mort Hamer
Mary Hanna
Jennette Horn
Brenda Howard
Carolynjenhs
Alice Karchenes
Albert Kohlstrom
Irene LaFleur
Barbara Leavitt
Elisabeth Marlowe
June McLaren
Carolyn Mercer
Harold Merriam
Robert Michaels
John Mitchell
Elio Moscardelli
Maria Mousseau
Mae Murray

Mario R Nigro

Helen and Harry Norden

Anna M. Wallace Page

Albert C. Payne

Elizabeth Peckham

Dorothy Phillips

Sylvia Richmond

Sarah Regali

Mary Sampson

Nunziato Schepis

Chester R Scott

David Scott

H. Maurice Seeley

Louis Spiro

Barnett Stein

Julia Vega

Helen Wade

Amy Walsh

Luis G. Weil

Jeraldine Wheeler

Howard A. Wittet

Louise Wood

Joseph Wheeler Woods Jr.

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the Blind was
incorporated March 2, 1829. 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 Education
and Mental Retardation and by the
Commonwealth's Office for Children.

The Perkins School for the Blind
admits students of any race, color, creed,
national and ethnic origin to all the
rights, privileges, programs, and activities
generally accorded or made available
to students at the school. It does not
discriminate on the basis of race, color,
creed, national or ethnic origin in the
administration of its educational policies,
scholarship, and athletic and other school-
administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editors: Jennifer Jordan
Robert Guthrie

Non-Profit
Organization

Bulk Rate

U.S. Postage

PAID

Permit No. 56547

Boston, MA

The Lantern

FALL

9 6

PERKINS

SCHOOL

FOR THE

BLIND

The Lantern

JOIN US
THIS MONTH AS

WE VISIT THE
ELDER CLIENTS

SERVED BY

PERKINS STAFF

IN OUR STORY

"A FULL AND

INDEPENDENT

LIFE."

Cover: Earle Hutchinson
signs his name with a
signa.tu.re card introduced
by Donna LeBlanc, a
Perkins Rehabilitation
Specialist.

Message from the Director

More than five years ago, the Board of Trustees at Perkins made
a significant decision to develop new and expand current
programs and services for elders who are blind or have low vision.

The Trustees took this important action after reviewing a Position
Paper that clearly outlined the tremendous growth of elderly blind
people throughout the United States. Based on demographics and
medical advances, it was clear that the staff at Perkins should begin to
develop a wide range of personalized services for elders in their homes,
nursing homes and assisted care facilities.

Shortly after this decision to expand services, Perkins was fortunate to
receive generous financial support from the Ida Ballou Littlefield
Memorial Trust. A five year grant was awarded to Perkins, the Littlefield
Program was initiated, and thousands of elderly blind people in many
different communities have received both direct and support services.

All of us at Perkins recognize that our responsibilities continue as the
elderly population grows. We also recognize the need to secure addi-
tional funding from individuals, business and industry, foundations,
and other sources, if we are to meet the true needs of elderly blind
family members and friends.

Kevin Lessard
Director

Contents

Graduation

Celebrate another year of

accomplishment with

Perkins graduates... page 13

A Full and

Independent

Life

Perkins makes daily life
easier for elders with
vision loss page 4

"Perkins is

committed to

helping people

fully enjoy

their later

years. "

KEVIN LESSARD

Reflections

The Perkins community
thrives on and off
campus.... page 16

Perkins
Track Meet

Photographs capture

Perkins students going

for the gold.. ..page 20

The Lantern fall 1996

VOLUME LXVI, NUMBER 1

f£

;

\W*

*%.

Braille and Talking Book
-Library patron, Millie Hilliard,
walks through "Perkhis campus
- where she has also volunteered. ■'

ape-

A Full and
Independent Life:

Perkins Services for the Elderly

Being denied a driver's license, finding the newspaper
too blurry to read, missing the cup while pouring
coffee... all can be frustrating, confusing, and can
diminish a person's self-confidence.

As medical advances help people live
longer, these situations associated with
vision loss are becoming more common.
For growing numbers of elders, the
golden years may not seem as bright as
they had hoped.

Perkins believes that everyone at every
age has the right to a full and independent
life. In the same spirit of our individualized
programs for children and young adults,
Perkins, with the financial support of the
Ida Ballou Litdefield Memorial Trust, has
developed a range of services to help elders
maintain the quality of life that makes
them happy and productive.

"The need for services is great and is
expanding considerably," says Perkins Direc-
tor Kevin Lessard. "Perkins is committed to
helping people fully enjoy their later years."

Elders are the fastest growing popula-
tion of the blind and visually-handicapped
in the United States. More than 70% of all
legally blind Massachusetts residents are
ages 65 years or older, and the numbers
are increasing rapidly. Because of medical
advances, people are living longer and
are more vulnerable to age-related eye
diseases, such as macular degeneration

and glaucoma. The ozone layer continues
to thin, letting through more ultraviolet
light and contributing to a rise in cata-
racts. Medical treatment of diabetes
better controls the disease, but 40% of
those living with advanced diabetes have
diabetic retinopathy. These causes of
vision loss are among the most common
medical problems facing people over
age 65. Macular degeneration and
cataracts alone represent over 50% of
age-related diagnoses.

At first, vision loss may seem to dim a
person's golden years. Everyday tasks —
reading a mystery novel, making breakfast,
shopping in the grocery store — become
more difficult. Often people feel frustrated,

Use of color
contrast, such
as this place mat
and mug, enhance
visibility and
promote safety.

A boldface timer
— and other
adaptations -
can help a
cook remain
independent
in the
kitchen. r»

— ^

^'"

angiy or depressed. With decreased self-
confidence, some elders begin to depend
on others for what they are actually able to
do themselves. They — or their adult
children — may believe they should not
leave their homes and may question their
ability to live independently.

"Many elders accept new limitations
caused by their recent vision loss," con-
tinues Kevin Lessard, "but they should not
be discouraged. By learning new skills,
elders can continue to be independent."

Some types of vision loss can be con-
trolled (glaucoma, cataracts) , and others
cannot. Every person, however, can learn
to compensate for his or her loss. Perkins
Outreach Sendees to Elders, Low Vision
Services and the Perkins Braille and
Talking Book Library all help elders
live safe, active and independent lives.
The golden years can shine.

The Ida Ballou Littlefield Memorial
Trust launched Outreach Sendees to
Elders in 1991 by providing five years of
funding for rehabilitation training, low
vision functional evaluations, information
dissemination and referrals. Services have
blossomed from that generous beginning.

. "Elders, their concerned children or
friends contact the Perkins Outreach
Services Office with general or specific
questions about coping with vision loss,"
explains Beth Caruso, Director of

Outreach Services to Elders. "We
answer questions, refer them
to other resources, and, when
appropriate, provide one-on-
one rehabilitation teaching."
Perkins highly trained
Rehabilitation Specialists visit
elders in their homes, nursing

homes, assisted living facilities, or recrea-
tion centers. Rehabilitation teaching
addresses the many everyday effects of
vision loss. Together, the teacher and
elder look for ways to live fully, confidently
and safely.

Donna LeBlanc, a Perkins Rehabili-
tation Specialist since the inception of the
program, works with elders throughout the
Boston area. Training materials — cata-
logues, low vision aides and non-optical
accessories such as large print timers and
reading stands — fill the trunk of her car.

"She's a fountain of knowledge," says
86-year-old Ivy Berger who suffers from
inoperable cataracts. "The very first time
Donna visited me she took a bar of soap
and taught me a trick for threading a
needle." Donna has also helped Ivy
purchase and use a desk-sized black and
white hanging calendar for appointments,
bold lined paper for writing, and large
print checks enlarged three times the
conventional size.

Rehabilitation Specialists teach skills
to facilitate writing, record keeping,
grooming, organizing medications and
clothing, safety, and preparing meals.
They may transfer addresses and telephone
numbers into large print or braille, or
label prescriptions or the controls on a
stereo system. Simple adaptations, such as
the use of contrast (pouring black coffee
into a white mug) , tactile markers and
specialized equipment can make living
each day easier. Training and instruction
are tailored to meet individual needs and
various levels of vision.

Rehabilitation Specialists are fountains
of knowledge. They are aware of the full
range of sendees available to elders. "We

Earle Hutchinson

"I DO WELL WALKING IN
THE MORNING before the
sun is too strong," says Earle
Hutchinson. With his cane and
sunglasses, Earle leaves his
Boston apartment for his errands.
He navigates intersections, side-
walks and public transportation.
Today he rode a subway and
bus to a Caribbean market that
sells sugar cane.

Earle is 70 years old
and legally blind because of
glaucoma. He no longer works
in the storeroom of a local hospi-
tal, but his vision loss has not
curtailed his energy. Sixteen
talking book tapes are stacked

by the door, pages of braille
writing sit on the table, and he
walks several hours every day.

He is always looking for
ways to improve his situation. In
Earle's organized apartment, a
Perkins Rehabilitation Specialist
has returned to explain a check-
writing guide — a piece of
plastic with holes where one fills
in information — and a similar
signature guide.

"Thank you." He laughs. "So
I can write my rent check myself."

Earle retrieves the sugar
cane he bought earlier and
explains how to plant it. "This
one stalk can yield six to ten

more plants. It's amazing that
one can do so much."

help people access the services that we
can't provide: large print books and
newspapers, home-delivered groceries, or
local transportation services. I have at least
nine catalogues for ordering devices and
aides," says Donna. In the last six months,
the Outreach Services to Elders Office
itself has provided over 115 consultations
and referrals to the general public.

A Perkins Satellite Office in Hyannis also
offers Outreach Services to Elders and serves
as an information center to the popular
retirement areas of Cape Cod, Nantucket
and Martha's Vineyard. "Our office serves as
a resource for people to come and try var-
ious low vision aides and learn more about
blindness," says Robert Steele, Coordinator
of Outreach Satellite Programs.

Maximizing one's remaining vision can
be helpful - and encouraging - as one
adapts to vision loss. Rehabilitation Special-
ists help elders make the best use of their

functional vision by experimenting with
direct and indirect lighting, reducing
glare, and increasing color contrast.

At the Low Vision Clinic on Perkins
campus, Dr. Kathy Miller provides com-
prehensive low vision clinical exams to
elders who are receiving rehabilitation
services. Low Vision exams differ from
standard eye exams because they evaluate
the daily, practical effects of limited vision.

Outside Boston on the spacious Perkins
campus, the clinic is associated with the
New England College of Optometry.
Schedules are arranged for no more than
two people in a morning or afternoon in
order to assure a relaxed environment,
personalized services and the opportunity
to practice with adaptive devices.

Dr. Kathy Miller and her assistant begin
exams by interviewing elders about the
changes in their vision and what they find
difficult. Unlike at a standard optometry

Talking books and braille books
brighten the days of 16, 700 New :
Englanders. Here, Joe Medeiros
enjoys a tape at home.

or ophthalmology office, Dr. Miller tests a
range of low vision aides, from high magni-
fying lenses to hand-held telescopes and
illuminated magnifiers.

At the end of the exam, Dr. Miller
makes a list of devices, including cost and
purchasing information. She encourages
each person to try the devices at home
for one month. Rehabilitation Specialists
follow up with home visits to help indivi-
duals use the devices effectively, make
adjustments, or recommend other equip-
ment or non-optical aides.

Vision loss does not mean loss of inde-
pendence. Perkins Low Vision and Out-
reach Services to Elders strive to help elders
see that, even with vision loss, they can be
safe and self-reliant. A willingness to adapt
and learn new skills is all that is needed.

"If anyone gives me a tip, I'm glad to
try it," says Ivy Berger. "As a former school-
teacher, I love being on the other side of
learning."

Some elders are devastated — and are
at a disadvantage — if they lose the ability
to read. Although magnifying devices may
facilitate reading for some people, others
often look in new directions: books in
braille and talking books.

Perkins Braille and Talking Book Library
(BTBL) provides these invaluable resources
to anyone having difficulty reading print.
The Library carries 13,000 braille books and
400,000 talking book cassettes.

Affiliated with the National Library
Service for the Blind and Physically Handi-
capped (under the Library of Congress) ,
the BTBL is funded in part through the
Massachusetts Board of Library Com-
missioners and supplemented by Perkins
and private donors. "Books should not be

considered a luxury," states Kevin Lessard.
"Many patrons have said what ajoy it is to
discover that they can read books again."

The Perkins Library provides braille
books to patrons in Rhode Island, Maine,
New Hampshire and Vermont, and braille
and talking books to all of Massachusetts,
except Worcester County. Half of the
patrons are over age 65. The oldest is
a 113-year-old woman. For years, Rose
Kennedy was a loyal patron of the
Perkins Library.

To qualify for services, one must be
unable to read standard printed text. A
recent readership survey revealed that
50 percent of our users are legally blind,
and 38 percent are visually handicapped.
The remaining 12 percent are physically
handicapped or have a reading disability.

Our patrons may visit the Perkins
Library to select their books or tapes,
or they may call the Library. Readers'
Advisors take orders and confer with
patrons by telephone. Patrons may also

Rehabilitation
Specialists can
teach braille read-
ing and writing.
The Perkins
Brailler has
I been used to
help personal
communication
since 1951.

Adeline Gentile

TWO YEARS AGO, Adeline
Gentile learned she was legally
blind. "My husband already had
been legally blind, and I'd been
taking care of him — he also
had Parkinson's," Adeline
recalls. "I said to my husband,
'We're both blind. What do we
do now?'"

The Gentiles' home health
care worker contacted Perkins
Outreach Services to Elders, and
Rehabilitation Specialist Donna
LeBlanc began visiting their
suburban home to evaluate their
needs and provide training.

"Donna did everything," says
Adeline, pointing around the room
at appliances marked with raised
red paint. "Dishwasher, washing

machine, microwave, stove..."
Adeline walks into a living
room where framed family
photographs cover her husband's
old piano.

"I love this," she says, sitting
before her closed circuit television
(CCTV). She turns on the
machine, and colors burst on the
screen. Adeline adjusts the stack
of mail beneath the monitor. "I
don't know what I'd do without
it." Huge type from the envelopes
can appear up to 60 times the
original size on the screen. She
also uses the CCTV to read labels
on her medications.

"And I liked you the minute I
saw you. You've helped me
tremendously."

Donna smiles. "But you have
always kept on trying. That's
what's important."

mail in orders for specific books or maga-
zines. "In addition, they may choose to
receive automatic selections based on their
reading interests," says Pat Kirk, Director
of the Perkins BTBL.

Every month the Perkins Library orders
new books from the National Library
Service. Patrons learn of new titles through
two publications: Talking Book Topics and
the Braille Book Review, both published six
times a year.

The Library also has more than 70
magazine subscriptions, including National
Geographic, Sports Illustrated, Bon Appetit
and Consumer Reports, as well as some in
foreign languages.

If the Library does not carry a particular
talking book, patrons may suggest that one
be produced in the Lacy Recording Studio
on the Perkins campus. A donation from

the Clive W. Lacy Charitable Trust in 1987
provided two recording booths and record-
ing equipment. The Ida Ballou Littlefield
Memorial Trust also contributed funds
for equipment. The studio has released
47 books, plus numerous newsletters and
magazines.

Talking books must be listened to on
special machines. The Library provides
them to patrons, including adapted
machines for those who have physical
handicaps or limited dexterity (perhaps
due to arthritis or Parkinson's disease).

The number of patrons reading braille
and listening to talking books from the
BTBL is considerable, however it repre-
sents only 11 percent of the eligible pop-
ulation. "This means that a large number
of the eligible population is still without
services," Kevin Lessard emphasizes. "We

"HAVE YOU HEARD about
the new book on the Holocaust?"
Sam Zimmon asks, seated
beneath his framed college and

Sam Zimmon

law school diplomas. "I heard a
review in Newsweek and just
called the library to ask if they
can get it. The Reading Advisor
is very nice. I tell her what I want
and she gets it for me."

At age 91 , Sam lives in an
assisted living facility with a
large verandah overlooking
a wooded valley. He rides his
exercycle in the corner of his
room, takes trips around the
Boston area and attends
concerts downstairs. "This
place is humming!"

Sam has age-related macular
degeneration, which does not
affect his peripheral vision, but
interferes with his reading. He

now listens to Newsweek
Magazine on a talking book
machine from the Perkins Braille
and Talking Book Library. "It
gives me a lot of information."
He chuckles. "I can fast-forward
through what I don't want."

At first Sam had difficulty
learning how to use his talking
book machine. A Perkins
Rehabilitation Specialist helped
him and still visits to see how
he's getting along with the
machine and daily life.

"I hope the Library can
get my book," Sam says. He
surveys his clean, well-lighted
room and nods. "We have to
keep up on things."

For More
Information

Outreach

Services to Elders

Beth Caruso

(617) 972-7432

Outreach

Satellite Programs

Robert Steele

(508) 771-2101

Braille & Talking
Book Library

Front Desk
(617) 972-7240

need to provide quality and comprehensive
library services to all who are eligible."

Society in general must become better
prepared to help the increasing — and
often underserved — numbers of elders
with vision loss. Committed to educating
the community, Perkins Rehabilitation
Specialists have provided in-service training
to over 150 organizations that serve elders.
Medical and direct care professionals have
toured the facilities on our campus. Last
August, Perkins hosted the "Seniors and
Sight Loss Conference II: Making Life More
Manageable" and co-sponsored the White
House Mini-Conference on Aging.

Many of Perkins initiatives for serving
elders have been made possible by the fore-
sight and commitment of the Ida Ballou
Littlefield Memorial Trust. Its recognition of
the needs of elders in New England and its re-
sponsiveness serves as a model for the future.

"This is an era of decreased funding
and increased needs," says Lessard. "The
challenges are great. We must do more —
find more funding and reach more individ-
uals who are clearly in need. Services in the
future will have to be more intense than
they are at present."

Perkins will continue educating society
and serving the ever-increasing elderly
population. Our aging relatives and friends
have a basic human right to maintain their
quality of life. They deserve rehabilitation
training, medical care and library services.
They also deserve the support of their
family and community resources. They
need opportunities to share their exper-
iences, explore new interests and enjoy
social and recreational activities. It is the
task of everyone to ensure that our elders
have the chance to live safe, happy and
productive lives.

i 9 9 6 Graduation

NERGY SOARED on June 14th as Charles

Austin, Television Reporter for WBZ
News, spoke to the Perkins 1996 graduating class
about faith, choices and encouragement.

With his resonant voice, Mr. Austin told the

graduates to "stick out your chests — you have

earned the right." He summoned them to have

faith in themselves, to remember "where did I go right," and, as his

daughter has, to encourage others.

Mr. Austin's daughter is a 1995 Perkins graduate. "In spite of her limited
verbal skills, she has shown me how to stay strong. Three years ago doctors
saved her life with an operation, and during a very painful recovery she came
through with smiles and unconditional love for everyone she met."

"Encouraging," he said. 'You
bet! Inspiring — you bet!
That young lady's spirit has
empowered me to keep on
keeping on."

Thunderous applause greeted
the speaker and showered the
graduates as they proceeded
out of the room. In many
different ways, the 1996
graduating class will keep on
doing their best and inspiring
the people around them.

!996
Graduates

Diego Aguirre

Framingham, MA

Chad Alan Beauregard
Broad Brook, CT

Cydnie Wren Breazeale-Da\
Watertown, MA

Maria A. Field
Cambridge, MA

Juana M. Galeas
Watertown, MA

Jay Gibson
Northboro, MA

Tracy Jean Hancock
Calais, ME

Hollie Marie Kraatz
Salem, MA

Mary Theresa Martin
Stoughton, MA

Erica Louise Noonan
North Providence, RI

Charles Oliver Norris
British Columbia, Canada

Michael Stanley O'Leary
Everett, MA

Sharlene Raye Rubin
Chestnut Hill, MA

Lauren Noelle Saulenas
Saugus, MA

Deirdre Ann Shields
Ridgefield, CT

Sandra Marie Wardlaw
Dorchester, MA

Jamie Diane Watkins
Darien, CT

Educational Leadership Graduation

!996

Program

Graduates

Reena Bhand'ari

India

George Dabake
Ghana

Wah Cheong Kam
New Zealand

George Willy Kutosi
Uganda

Laura Monteiro
Brazil

Milon Potmesil
The Czech Republic

Padma Rajagopal
India

N A SHINING BLUE SARI

embroidered with gold, Padma
Rajagopal, one of this year's Educational
Leadership Program participants, thanked
Perkins and the Hilton Foundation for a year
of professional training on campus. Her
fellow participants, international teachers of
the multi-handicapped, held flowers in the
chapel during their graduation and listened
to songs by the Perkins Chamber Singers and
the Upper School Chorus.

Speaking on behalf of her class, Padma promised that the Educational
Leadership participants would deliver the light of Perkins to multi-handi-
capped children abroad. The participants were sad to leave Perkins after a
year of studying the education of multi-handicapped, blind and deafblind
children, but they also were excited about returning to their home countries.

At the end of the ceremony, representatives from the John Milton Society
announced that they will provide funding to the Educational Leadership

Program each year.
The room cheered
for everyone —
the graduates, the
program and the
John Milton
Society.

»4

Preschool & Infant /Toddler Graduation

NFANT/TODDLER

AND PRESCHOOL
GRADUATIONS are family time.
Young graduates play with
musical instruments, blocks and
their friends. Parents watch their
children with visual handicaps

laugh and maneuver confidently in the crowd. Brothers and sisters join in
games, sing along and share snacks.

All graduates receive personalized diplomas, and teachers talk about the
progress individual students have made during the year. Graduation is a
celebration and, for many, a
moment of transition. What-
ever their next steps, Perkins
Infant/Toddler and Preschool
graduates will be making them
with confidence, skill and smiles.

"Love one

another, for

that is the

whole law. So

our fellow men

deserve to be

loved and

encouraged,

never to be

abandoned to

wander alone

in poverty and

darkness"

Conrad N. Hilton,
Benefactor of the Hilton
Foundation that funds
the Hilton/Perkins
Programs for multi-
handicapped children.

Reflections

Perkins people and happenings
on and off campus

Spirit Of The Games

In the spirit of the Olympics, students
from the Deafblind Program organized
an afternoon of races and camaraderie.
Representatives of each class passed the
torch. Students threw water balloons, weight-
lifted inflatable bar bells, played in the
bubble booth, and at the closing ceremony
filled the sky with balloons.

Eye Of The Storm

In bright yellow raincoats and
felt boots, Perkins Scouts
approached the base of Niagara
Falls. Baby gulls squawked in
nests beside the path. The wind
howled, and spray drenched
everyone. The scouts then
boarded the Maid of the Mist,
and everyone enjoyed the
rocking boat, even though they
couldn't hear their laughing
and yelling friends over the
roaring water. "It was like being
in the middle of a hurricane,"
said one beaming and be-
draggled scout.

Gerard Landry, a Lower School
Student, age 12, used his residual
vision and sense of touch to make
this pterodactyl dinosaur for the
Lower School quill entitled,
"Thing's That Fly. "

Singing Through The Years

Ellis Hall, a 1970 Perkins Graduate, began
his musical career at age five and has been
on a direct course of success ever since.
A vocalist, musician and arranger, he has
opened with the Ellis Hall Group for the
Temptations; Earth, Wind and Fire; and
Natalie Cole. He performed at President
Clinton's Inaugural Ball, and has been the
vocalist for McDonald's and California
Raisins commercials. Ellis Hall's musical
success is no surprise. The Perkins student
with the drums, guitar and a smooth voice
always had big time talent.

Students were not the only
ones busy this summer. During
the August break, construction
workers improved the acces-
sibility of our campus.

• A new sidewalk spans the back
of Brooks and Oliver cottages.

• Deafblind cottages in the East
Close all have new and acces-
sible paths and entrances.

• The main parking lot was
moved in order to decrease
the incline behind Bridgman
and Tompkins cottages. A
new opening on Beechwood
Avenue is the only entrance
to the new main parking lot.

• Both locker rooms in the Howe
building were renovated.

Perkins On Ice

Last summer, students from the Deafblind
Program stayed cool by staying on ice. On
Wednesdays, Nashoba Valley Skating Rink
outside Boston invited eight students to
learn to skate. Perkins staff and Nashoba
Valley instructors worked individually with
the excited athletes. On the arms of helpers
or on their own, the new skaters loved the
rush of air and the sensation of gliding
over ice.

Drawing by
Peter Beaulieu

Gateway Crafts

Four adults from Green Street,
a Perkins supervised group
home in

Watertown, work
at Gateway
Crafts, a
vocational
program for
adults with
developmental
and neuro-
logical dis-
abilities. John
Colby writes
poetry and
paints. Peter
Beaulieu, Ken Reynolds and
Joe Salonis also paint, sketch,
weave and sell their work at the
Gateway Crafts store in nearby
Brookline. We are pleased to
share with you some of their
new visions.

from Let 'sjust Say Humor
by John Colby

/ imagine the words.
I am my audience.
I am my critic.
I am my admirer.
Instead of the word 'hear'
I like to use the word 'hair'
I grow on people.

Book of poems
by John Colby

Summer Slide

Lower School students slid
their way through summer. On
a weekly field trip, they enjoyed
a beach complete with a long,
winding water slide. They
played in the sand, water and,
of course, on the slide. Students
were so thrilled they insisted on
returning the following week,
even though gray clouds hid
the sun.

Calendar Of Events

1 996 Holiday Concerts
Sunday, December 15

3:00 pm
Thursday, December 19

7:30 pm

1997 Graduation Exercises

Friday, June 13

11:00 am

Alumni Weekend
Friday, June 13

5:00 pm to
Sunday, June 15

Talk with the Animals

Rain kept Preschool students from visiting
the animals outside, but baby chicks and
a lamb made themselves at home inside.
During a Preschool family day, brothers,
sisters and cousins held and petted the soft
and woolly animals. The young children
learned more about the world and about
sharing with their families.

O o / n

o r

•am

■

Perkins students from Lower
School, Secondary Servicer
and the Deofblind Pro
traveled to New York and

ran their bm

C7 I ill " KS %-/ 8 V

Anniversary Track Meet of the

Eastern Athletic Association

for the Blind. Congratulations

mm***™*

to our speedy athletes!

Gold

Employee Recognition: The 16th Annual Service Awards

■RO Years ok Service

Dorothy M. Jackman

Secondary Services

Kenneth A. Stuckey
Research Library

2 P% Years ok Service

Dennis J. Levesque
Howe Press

Dennis A. Lolli
Hilton/Perkins Program
Low Vision Services

20 Years or Service

John J. Donahue
Human Resources

E. Katarina Fraser
Community Living Services

Barbara Mason
Deafblind Program

PamelaJ. Ryan
Deafblind Program

Raymond Richards
Howe Press

1 f^ Years or- Si:u\ i< i.

Renee Abele

Community Living
Services

Joseph D'Ottavio

Secondary Services

Kathleen Lanz Heydt
Lower School Program

Deborah A. Krause

Secondary Services

Marianne Riggio
Hilton/Perkins Program

Ann Ross
Preschool Services

James M. Shields
Howe Press

Thomas Shippie
Howe Press

1 O Years oe Service

Meltrine E. Bass
Life Skills Program

Donna D. Bent

Deafblind Program

Ruth Dowdell

Life Skills Program

Donna M. Duggan

Lower School Program

Kathleen M. Foley

Secondary Services

Grace Guggina

Human Resources
Community Living
Services

Gilbert Arnold Harris

Secondary Services

LindeJ. Hardy

Secondary Services

Marie G. Heaton
Lower- School Program

FrancesJ. Honan-Neely

Secondary Services

Maureen A. Kingston
Deafblind Program

Barbara E. Leone
Registrar
Evaluation Services

Ellen J. Long
Secondary Services
Evaluation Services

Mary Lynch-Colameta
Braille &f Talking
Book Library

Marcia M. Moore
Secondary Service

Mark A. Pennington
Braille & Talking
Book Library

Betsey A. Sennott
Life Skills Program

Mia P. Williams

Life Skills Program

Walter E. Wilson
Deafblind Program

The Perkins Endowment

Perkins School for the Blind provides an opportunity for generous and caring
individuals to help the multi-handicapped children and adults who benefit from our
programs and services. The gifts and bequests of Perkins' friends make it possible for the
school to sustain the excellent quality of services that has been the Perkins hallmark for
more dian one hundred and sixty-five years.

If you wish to make Perkins School the recipient of a personal bequest, the following
form may be used:

I hereby give, devise and bequeath to the Perkins School for the Blind, a corporation
duly organized and existing under the laws of the Commonwealth of Massachusetts, the

sum of dollars ($ ), the same to be applied to the general uses

and purposes of said corporation under the direction of its Board of Trustees; and I do
hereby direct that the receipt of the Treasurer for the time being of said corporation shall
be sufficient discharge to my executors for the same.

Such a notice may be sent to the Treasurer of the corporation as follows:

H. Gilman Nichols

Fiduciary Trust Company

175 Federal Street, P.O. Box 1647

Boston, MA 02105-1647

In Gratitude

Perkins School for the Blind
gratefully acknowledges
recent donations in
memory of:

Roland A. Barrette
Evelyn Borofsky
Ernest Benshimal, Jr.
Florence Buchanan
Oscar Cabral
Patricia Cacibauda
Mrs. Clay

Ralph D. Coombs, Jr.
Frank Dailey
Runghild Dan
Frances Dana
Anna DeGiacomo
Robeti A. Desimone
Loretta Dolan

John Durgavich
Joseph Dyhas
Loborio Farina
Joseph Fennelly
Florence Forbes
Philip Hagar, Sr.
Leita Hageman
Helen Kingman
Gregory A. Kulligan
Bessie Ley

Donald C. Lumsden
Paul G. Mansuy
Fedora Martin
Mabel McCabe
Wayne Meister
Adolf Mischler
William Moniz
Mae Murray
Guy Musetti

Ann Newman
Edna M. Noonan
Marguerite O'Meara
Priscilla Palumbo
Clarence Peterson
Orrin P. Rosenburg
Joseph Scarry
Edith Scull
Francena Shea
Victor Tartorini
Lauri Toinonen
Eliot Tucci
Frances Van Dalinda
Agostino Vitale
John B. Walker
Walter J. Wiese
Dorothy Westralt
Raymond Yoh

■ . : 7 H

Photography: Joe
Bavne, Brad I h ■ < io,
Jennifer Jordan

Address

Correction

Requested

Perkins School for the Blind

Perkins School for the
Blind was incorporated
March 2, 1829. 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 Education and Mental
Retardation and by the Commonwealth's
Office for Children.

The Perkins School for the Blind admits
students of any race, color, creed, national
and ethnic origin to all the rights, privileges,
programs, and activities generally accorded
or made available to students at the school.
It does not discriminate on the basis of race,
color, creed, national or ethnic origin in the
administration of its educational policies,
scholarship, and athletic and other school-
administrated programs.

Perkins School for the Blind
175 North Beacon Street
Watertown, MA 02172
(617) 924-3434

Editor: Robert Guthrie

Non-Profit
Organizatior

Bulk Rate

U.S. Postage

PAID

Permit No. 565

Boston, MA

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