Maryland School for the Blind

Maryland School for the Blind
Address
3501 Taylor Avenue Baltimore, Maryland 21236 United States
Coordinates	39°22′3″N 76°32′10″W / 39.36750°N 76.53611°WCoordinates: 39°22′3″N 76°32′10″W / 39.36750°N 76.53611°W
Information
School type	Private, special needs (visually impaired)
Established	1853
President	Michael J. Bina, Ed. D.
Chairman	Edward J. Veilleux
Gender	Co-ed
Age range	0–21
Enrollment	185 (2/2/2012)
Website	MSB Website

Located in the northeast corner of Baltimore, the Maryland School for the Blind (MSB) is a private, statewide resource center providing outreach, school and residential programs to children and youth from as early as the age of 5 to age 21 who are blind or visually impaired, including those with multiple disabilities. By the time students graduate when they are 21, they must leave the school because that is the age where public education is no longer free.^[1] This law regarding free education applies to all public school students, not just the students at MSB. Over 70% of the 1,800 students in Maryland who are blind or visually impaired attend the school every year.^[2]

Philosophy

The philosophy of the Maryland School for the Blind is to to educate their visually impaired students on not only school subjects, such as history, math, etc, but to also teach them skills and independence that they can use at and outside of the home.^[3] These skills are taught through the [http://www.afb.org/info/programs-and-services/ professional-development/teachers/expanded-core-curriculum/the-expanded-core-curriculum/12345 Expanded Core Curriculum] and are available during school, after school, weekends, and even over summer vacation. Parents and others interested in helping students like these can even take classes and train at the school to learn how to properly do so.

Residency

The Maryland School for the Blind is a large co-ed school with its own campus and dorms. There are several different academic buildings for the students’ specifics academic-needs, such as buildings for blind students, blind and deaf students, blind and autistic students, blind and mentally-retarded, etc.^[4] The dorms at MSB are called “cottages”. Each cottage houses five to six students and comes with bedrooms with 2 beds in each so that each person has a roommate, a kitchen, living room, and bathrooms. Though the students do live by themselves, there are cottages occupied by staff members so that if a student needs assistance, it is nearby.^[4] Like the academic buildings, some buildings are built for students with a specific set of disabilities, such as the Autism-Blind cottages. Though the majority of MSB students live on campus, many of them do choose to go home for the weekends or holidays just like college students.^[1]

Classes/Curriculum

According to Michael J.Bina, the 12th president of MSB since 2008, public schools cannot fully support students with visual impairments because they have not learned or been trained how to. He states that despite the government’s efforts to make all children regardless of disability feel welcomed and accepted in public schools, “schools for the blind and visually impaired continue to be relevant… The services of these institutions help visually handicapped students to gain access in normal educational settings. They provide the necessary support for attaining skills that would complement the ones they learn from public schools.”^[5] Therefore to accomplish this standard that President Bina has set for schools that intend to help the visually impaired, the Maryland School for the Blind, along with many other institutions for the blind, incorporate the Expanded Core Curriculum. Of course these schools teach subjects that are taught in public schools, such as history, math, English, etc, but they are known as the core curriculum. The Expanded Core Curriculum’s aim is to teach students the life skills that will help them become proficient in their core curriculum and eventually live well off on their own. The ECC covers nine aspects that the students need to learn: compensatory or functional academic skills, orientation and mobility, social interaction skills, independent living skills, recreation and leisure skills, career education, use of assistive technology, sensory efficiency skills, and self-determination.^[6] Each aspect focuses on a specific set of skills. The orientation and mobility aspect, for example, teaches students how to get around private and public environments - their own home, restaurants, parks, etc., special techniques - trailing, techniques on self-defense, cane skills, etc., and how to travel in unfamiliar or dangerous terrain - revolving doors, iced sidewalks, etc.^[7] Then there is the social interaction skills. It may sound unnecessary to those without any visual impairment, but the seeing learn social cues, such as gestures, the meaning of certain facial expressions, body positions, and movements, through what they see and hear. They are able to associate reactions and expressions to certain concepts even if they are not doing so intentionally. Understandably, the visually impaired cannot learn social skills through this method of sight. Therefore, the ECC carefully teaches the blind and visually impaired students numerous socials skills so that they can interact with those around them whether they be blind or not.^[6]

Student-Teacher Relationships

The school has 325 employees that work very closely with the kids, especially since many of them live on campus along with the students, so it has been known for the teachers and students to form close relationships even if they are supposed to keep up professional relationships.^[1] One example of such a relationship, though it is rare for one to go as far as this one, is between the blind, deaf, and mentally-retarded student Tony Hall and his teacher’s aide Nancy Foster. After Hall’s mother left his family, his father couldn’t take care of his needs so social workers took away Hall and placed him in several foster families. When Hall was having his tantrums, Foster would take him to the treadmill to run until he was calm again, and eventually, he would ask to be taken to the treadmill to soothe his anger instead of being forced there.^[8] Eventually, Foster helped him to learn how to control his emotions and that helped them grow closer. When Hall was about to lose his last foster home and be sent to an institution, Foster, who was only about 10 years older than him, took him in as his foster mother. They lived together for years and were the priority of each other’s lives. Foster reunited Hall with his father and siblings and even introduced him to her own family, stating that Tony comes before anything else. This even included her dating life though her boyfriend understood and even became friends with Tony himself. Foster never considered herself his mother.^[1] They both were each other’s best friends and lived together for years before Hall died at the Maryland Shock Trauma Center from undetermined causes.^[8]

MSB Presidents

Unfortunately, the name of every president is not available on this page or on the Maryland School for the Blind’s website, but the school has had twelve presidents in total, including the current and 12th president Michael J. Bina. The school’s first few presidents were called superintendents. When the school opened up in 1853, David E. Loughery was the first superintendent followed by Frederick Douglas Morrison for forty years and then John Francis Bledsoe for thirty-six years. Eventually, Herbert J. Wolfe became a superintendent and then Dr. Richard L. Welsh after him. The 10th president/superintendent was Louis M. Tutt and the 11th was Elaine Sveen.^[9]

External links and References

• Official website

References

1. Gelareh Asayesh, "The Singular Relationship of Nancy Foster and Tony Hall," The Baltimore Sun, last modified December 13, 1992, accessed October 24, 2016, http://articles.baltimoresun.com/1992-12-13/features/1992348231_1_tony-hall-nancy-foster-blind/3.
2. “Clapp Communications Adds The Maryland School for the Blind To Its Growing Client List,” Health and Medicine Week, last modified September 7, 2012, http://ic.galegroup.com
3. "Preschool–21 Services," The Maryland School for the Blind, accessed October 24, 2016, http://www.marylandschoolfortheblind.org/programs-services/statewide-services/outreach-services-preschool-21/.
4. "Campus Improvement Contract at the Maryland School for the Blind," Mena Report, last modified August 11, 2014, http://ic.galegroup.com/
5. Michael J.Bina, "Schools for the visually disabled: dinosaurs or mainstays?" Educational Leadership, last modified 1999, http://eric.ed.gov/?id=EJ581581
6. "The Expanded Core Curriculum for Blind and Visually Impaired Children and Youths," The American Foundation for the Blind, accessed October 24, 2016, http://www.afb.org/info/programs-and-services/professional-development/teachers/expanded-core-curriculum/the-expanded-core-curriculum/12345.
7. Carmen Willings, "Mobility Skills," Teaching Students With Visual Impairments, accessed October 24, 2016, http://www.teachingvisuallyimpaired.com/mobility-skills.html.
8. Fred Rasmussen, "Tony Hall, 23, Deaf, Blind Student Who Overcame through Help of Guardian," The Baltimore Sun, last modified June 27, 1996, accessed October 24, 2016, http://articles.baltimoresun.com/1996-06-27/news/1996179020_1_foster-tony-hall-deaf-blind-students.
9. "History," The Maryland School for the Blind, accessed October 26, 2016, http://www.marylandschoolfortheblind.org/about-us/history/.