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\r\nDefining a living institution is not easy. Perkins School for the Blind is more than a campus. It\'s more than a school. Perkins has been, and continues to be, a source of inspiration and opportunity for blind, deafblind and multihandicapped blind people across the nation and the world. True to its Mission, Perkins School for the Blind continues to grow and evolve with the needs, desires and dreams of its students and their families. The School fulfills, enriches and teaches. But ultimately, Perkins provides its students with the tools and knowledge to chart a course toward each individual\'s maximum level of independence, rich in experience and overflowing with potential. This commitment begins with the director, and radiates throughout the organization. The President\'s Message, and President\'s Biography simply reinforce what thousands of students and clients already know, that Perkins School for the Blind is about hope. Spanning over 170 years, the History of the School is a testament to this claim. And that history continues. With each day come new opportunities, new challenges and new invitations to reach beyond expectations.\r\n
','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.','abmainstrip','About, Us, Perkins, Mission, School, Independence, Commitment, Director, Message, Biography, History, Opportunities, Challenge, Challenges, Expectation, Expectations, Program, Supervisor, Supervisors,president, president\'s'); INSERT INTO perkins_areas VALUES (3,'Helen Keller',3,'Overview','Helen Keller','\r\nPerhaps the most famous alumna in the history of Perkins School for the Blind is Helen Keller, who entered the limelight after being one of the first people with deafblindness to be educated. She remains one of the greatest champions of people with disabilities and an inspiration to all. Read her Story or learn more about her by reviewing the Frequently Asked Questions.\r\n
','A formal portrait of adolescent Helen Keller reading Anne Sullivan\'s lips through touch. An older Helen visits a wounded soldier in the hospital. Helen and Anne communicate tactually while sitting on a large tree branch.','hkellermainstrip','Helen, Keller, Graduate, Famous, Perkins, School, Champion, Champions,\r\nDisability, Disabilities\r\n'); INSERT INTO perkins_areas VALUES (10,'Publications',2,'Discover','Publications','\r\nAs a leader in the field of educational services to people who are blind, deafblind or multihandicapped blind, Perkins is well known for producing thoughtful and well-researched publications, workbooks and instructional tools. Publications produced by Perkins address the professional and personal questions and concerns of a variety of audiences including educators, teachers, parents, family members, and other caregivers of people who are blind, deafblind, multihandicapped, or have low vision.
\r\n\r\n\r\nPerkins produces two types of publications - those about Perkins programs and services, and those written by Perkins\' staff and other experts for families and professionals who work with people who are blind or visually handicapped.\r\n
\r\n\r\nSelected publications about Perkins are available on this Web site in a PDF-file or text-only format. Among these are The Lantern, the School\'s semi-annual magazine; the Annual Report; and the Viewbook, which provides an overview of Perkins. To learn more about Perkins, Download a free copy of these publications or contact Perkins at (617) 972-7328 or at Publications@Perkins.org to be placed on the mailing list.
\r\n\r\n\r\nTo find out more about the publications for families and professionals, please see the publications Listing. Our publication topics range from grandparents of children with visual handicaps, to classrooms, to international organizations. To order one of these specialty publications, contact Perkins at (617) 972-7335 or Download the Perkins Publications Order Form.\r\n
','Photograph. The cover photo of the publication Remarkable Conversations showing a deafblind boy and girl feeling a tree branch with a staff member. An interior photo from the publication In Celebration of Grandparenting in which a grandmother reads to her grandchild. A young girl with glasses reads a large print book as sun streams in through the window behind her. A stack of regular print books.','publicatmainstrip','Publications, Workbooks, Professional, Lantern, Magazine, Annual Report, Viewbook, Download, Listing, Order Form, Listings, Catalogue, catalog'); INSERT INTO perkins_areas VALUES (14,'Financial Support',2,'Involvement','Financial Support','\r\nPerkins receives support from individuals driven by compassion, foresight and generosity - individuals who want to make a difference. For nearly 175 years, Perkins School for the Blind has depended on the generosity of many donors to help people who are blind, deafblind, multihandicapped, or with low vision reach beyond expectations. \r\n
\r\n\r\nThere are many ways to give to Perkins School for the Blind. You can support Perkins by Making a Donation by mail, telephone or stock gift. The Thomas H. Perkins Society is comprised of donors who support the School through various forms of Planned Giving. You may work for, or have retired from, a company that participates in the Perkins Corporate Matching Gifts program. \r\n
\r\n\r\nPerkins School for the Blind is a nonprofit corporation founded in 1829 and is exempt from Federal taxes under Section 501(c)(3) of the Internal Revenue Code.\r\n
','A female staff member and a young male student pause to chat on the playground. A girl with low vision uses a magnifier to read with the help of her teacher. A teenage boy leans on a male staff member as they walk across the grass during gym class. The back of a person walking along the path by Lower School.','finsupportmainstrip','Financial, support'); INSERT INTO perkins_areas VALUES (15,'Volunteer',3,'Involvement','Volunteer','\r\nOver 200 generous people regularly donate their time to Perkins. From the youngest children in the Infant/Toddler Program to adults in Perkins Community Living Services or to seniors in our elders program, hundreds of people benefit from the care and attention of Perkins volunteers.
\r\n\r\nPerkins volunteers come from all walks of life to help people who are blind, deafblind and multihandicapped maintain their maximum level of independence. Perkins volunteers can work with students in the classroom, help out people in their community or provide administrative and clerical support.
\r\n\r\n\r\nThere are many valuable ways you can help. Give a few hours a month - or more - and find out how much of a difference you can make in the life of another. Visit Volunteer Opportunities to review the various volunteer positions you can consider.\r\n
','Students, including one in a wheelchair, and staff hang around a bench outside in the sun. A toddler laughs in the arms of his grandmother. A teacher\'s aide leads a young male student by the hand along one of Perkins\' paths. A view of the Preschool Services building.','volunteermainstrip','Volunteer, volunteers, Donate, Elders, Benefit, Independence, Student, Students, Administrative, Clerical, Support, Opportunity, Opportunities, Opening, openings, Position, Positions, Description, General, Information, Volunteering, Questions'); INSERT INTO perkins_areas VALUES (5,'Students',1,'Services and Support','Students','\r\nService to students takes on a different meaning at Perkins. Dedicated to maximizing the level of independence of each student, Perkins\' staff create an Individualized Education Program (IEP) for each child. This begins with a thorough Diagnostic Evaluation performed by a team of clinicians, teachers and other specialists at Perkins or in the student\'s local school district - prior to enrollment in any of the School\'s On Campus programs (Preschool, Lower School, Secondary Program or the Deafblind Program).\r\n
\r\n\r\n\r\nThe same commitment goes into the services provided through our many Off Campus programs that reach into communities throughout Massachusetts: Community Living, Infant/Toddler Program, Preschool Services, Outreach (for visually handicapped students in public schools), Vision Rehabilitation Clinic, Outreach to Elders, and Professional Outreach.\r\n
\r\n\r\n\r\nBut Perkins\' commitment to providing services to the visually handicapped doesn\'t end there. The School\'s affiliation with the New England Center Deafblind Project assures an ongoing support network for families of deafblind individuals. Perkins own Howe Press manufactures braillers, the standard tool in literacy for the visually handicapped. Perkins Braille and Talking Book Library offers over 50,000 recorded books and magazines and 16,000 Braille books - and caters to patrons ranging from seven months to 113 years.\r\n
\r\n','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.','studmainstrip','Students, Student, Services, Service, Independence, Staff, Individual, Individualized, Education, Programs, Program, Child, Diagnostic, Evaluations, Evaluation Campus, Handicapped, Public, Schools, School, New, England, Center, Howe, Press, Braille, Talking, Book, Library'); INSERT INTO perkins_areas VALUES (17,'Professional',6,'Services and Support','Professional','Perkins School for the Blind provides a wealth of information and professional development opportunities for people who work with individuals who are blind, deafblind or multihandicapped. Many of Perkins staff are active leaders in regional, national and international organizations and associations that advocate for education, accessibility and adaptive technologies.
\r\n\r\nAs a pioneer in the education of blind, deafblind and multihandicapped people, Perkins is committed to sharing the experience of its staff and its collective educational expertise with other professionals. Perkins actively promotes, sponsors or supports many Conferences for service providers. Perkins staff members also write and produce Publications designed as training guides for teachers, parents, grandparents and other caregivers. Professionals interested in accessing more information about braille and brailler products can take advantage of resources through Howe Press/Perkins Brailler.
\r\n\r\n\r\nThe Perkins Braille and Talking Book Library and the Samuel P. Hayes Research Library offer professionals a wide range of books, magazines and other materials related to helping people who are blind, deafblind and multihandicapped with education, orientation and mobility, job development, life skills and other issues. Perkins also offers Training for Professionals for those working in educational, service or health-oriented organizations.
\r\n\r\n\r\nFor more information about services for professionals, contact Info@Perkins.org.
\r\n\r\n','A male Perkins professional tests the vision of a female toddler with the help of her mother. A staff member swings a young boy with glasses in her arms outside. A mother, grandfather and a baby at a Perkins conference. A snow-covered Hilton building.','professmainstrip','Professional, Development, Opportunities, Work, Blind, Deaf, Deafblind, Deaf-blind, Multi, Handicapped, Multihandicappped, Leaders, Leader, Regional, National, International, Organizations, Organization, Information, Braille, Brailler, Products, Product, Resources, Resource, Howe, Press, Perkins, Talking, Books, Book, Library, Samuel, Hayes, Research, Magazines, Magazine, Materials, Material, Helping, Mobility, Orientation, Job, Development, Life, Skills, Skill, Issues, Issue, Training, Train, Educational, Health, Oriented, Health-oriented, Information, Info'); INSERT INTO perkins_areas VALUES (8,'Outreach',5,'Services and Support','Outreach','\r\nPerkins School for the Blind is more than just a traditional student-based campus program. Its Outreach Services offer a multitude of educational, training, recreational, and rehabilitation programs for people of all ages who are blind or visually handicapped as well as the professionals and families who work with them. \r\n
\r\n\r\nNew England public school students who are blind or visually handicapped, but do not attend Perkins, can participate in a variety of activities through Outreach Services. During Outreach Weekends/Vacation programs, students have a chance to come together for socialization, recreation and important life-skills training. Outreach Summer Programs provide activities for students to increase their level of independence, meet peers who share similar life challenges and explore the fun of summer. \r\n
\r\n\r\nPrograms for seniors 60 years or older are also available through Outreach Services to Elders. Seniors who are blind or visually handicapped can receive individualized rehabilitation teaching (RT) services in the community or attend group classes on the Perkins campus to help them continue to live independent and fulfilling lives.\r\n
\r\n\r\nTo help individuals of all ages make optimal use of their remaining sight, the Outreach Vision Rehabilitation Services provide clinical and functional vision evaluations and training including environmental assessments and low-vision devices.\r\n
\r\n\r\nConferences, workshops and in-service training are among the offerings through Outreach Training for Professionals. These programs are designed for a variety of professionals who work with individuals who are visually handicapped including school teachers, medical professionals, elder-care givers and other community resources.\r\n
\r\n\r\nThrough Perkins Outreach Satellite Services, teachers of the visually impaired (TVI) and orientation and mobility (O and M) instructors provide contract services for infants, toddlers, school-age children, the professionals working with them and their parents in Western Massachusetts, on Cape Cod and the Islands.\r\n
\r\n\r\nOutreach Services is supported by the Outreach Advisory Committee. Comprised of representatives from each New England state, vocational rehabilitation agencies, special education departments, parents and teachers, the committee provides guidance to the Outreach Services supervisor and direction for program development. Members also work together to increase services to students who are visually handicapped and to professionals throughout New England.\r\n
\r\n\r\nFor more information about Outreach Services contact Outreach@Perkins.org.\r\n
','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility (O & M) lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.','outreachmainstrip','Outreach, Services, Service, Educational, Education, Training, Train, Recreational, Recreation, Rehabilitation, Programs, Program, Ages, Age, Blind, Visually, Handicapped, Professionals, Professional, Families, New, England, Public, School, Students, Student, Attend, Activities, Weekends, Weekend, Vacation, Socialization, Social, Life, Skills, Skill, Life-skills, Summer, Independence, Peers, Peer, Challenges, Challenge, Seniors, Senior, Elders, Elder, Individualized, Individual, Teaching, Services, Service, RT, Community, Group, Classes, Class, Campus, Independent, Individuals, Optimal, Use, Remaining, Sight, Vision, Low, Clinical, Clinic, Functional, Environmental, Environment, Assessment, Assess, Assessments, Devices, Device, Conferences, Conference, Workshops, Workshop, Teachers, Teacher, Medical, Elder-care, Caregivers, Resources, Resource, Satellite, Orientation, Mobility, Contract, Infants, Infant, Toddlers, Toddler, Children, Western, Massachusetts, Cape, Cod, Islands, Island, Advisory, Committee, State, Vocational, Agencies, Special, Departments, Department, Parents, Parent, Guidance, Development'); INSERT INTO perkins_areas VALUES (6,'Parents',3,'Services and Support','Parents','Parents raising a child who is blind, visually handicapped, deafblind, or multihandicapped are faced with many tough choices. For nearly 175 years, Perkins School for the Blind has been dedicated to helping parents understand their child\'s needs and make the best decisions about education and care. By working closely with Perkins\' teachers and staff, parents and families can receive the resources, services and support to help their child reach beyond expectations.
\r\n\r\nParents can have their child\'s needs and abilities evaluated by Perkins Diagnostic Evaluations and Admissions office. Results from the assessment provide recommendations to parents and school districts to help develop an individualized education program (IEP) for the child to realize his or her full potential.
\r\n\r\nPerkins is also a resource for parents who want to learn more and share their experiences. The New England Center Deafblind Project, a network of resources and service providers for people who are deafblind and their families, has its headquarters on Perkins\' campus. Parents can also learn about upcoming Conferences and order specialty Publications which address important parenting issues.
\r\n\r\nTo help encourage and intellectually challenge their children outside of the classroom, parents can access Perkins Braille and Talking Book Library. The Library offers more than 50,000 recorded books and magazines and 16,000 braille books for anyone who cannot read traditional print. Parents interested in acquiring a Perkins Brailler for their child can order one from Perkins Howe Press, the leading manufacturer of braillers.
\r\n\r\nTo learn more about Perkins and its services for parents, contact Info@Perkins.org or schedule a Visit.
\r\n','A teenage girl in a wheelchair poses for the camera with her mother and younger brother. A grandfather watches his young granddaughter get ready to eat. Two mothers sing and clap their hands as they watch their infant daughters clap along. Panoramic view of Perkins Howe building from a distance.','parentsmainstrip','Parents, Parent, Child, Blind, Visually, Handicapped, Deaf, Deafblind, Deaf-blind, Multi, Multihandicapped, Perkins, School, Helping, Help, Needs, Need, Education, Care, Teachers, Teacher, Staff, Families, Resources, Resource, Services, Service, Support, Expectations, Expectation, abilities, Evaluated, Evaluate, Diagnostic, Evaluations, Evaluation, Admissions, Admission, Office, Results, Result, Assessment, Assess, Recommendations, Recommendation, Districts, District, Develop, Individualized, Individual, Education, Programs, Program, IEP, Learn, Providers, Provider, Experiences, Experience, New, England, Center, Project, Network, Headquarters, Campus, Conferences, Conference, Publications, Publication, Parenting, Issues, Issue, Challenge, Children, Classroom, Access, Braille, Talking, Book, Library, Read, Traditional, Print, Howe, Press, Braillers, Brailler, Manufacture, Manufacturer, Info, Visit'); INSERT INTO perkins_areas VALUES (21,'About This Site',4,'Overview','About this Site','\r\n \r\n \r\n \r\n\r\n \r\n\r\n
\r\nWelcome to Perkins School for the Blind\'s recently revised Web site. In designing this site, our goals were to make this communications vehicle as accessible as possible while offering as many resources and tools as well as general information about the School for many audiences.\r\n
\r\n\r\nThis site will be constantly evolving as we add new information and new resources such as more Conference listings, publications, and other services that will make this site more interactive.\r\n
\r\n\r\nThere are several ways you can modify this site if you are blind or have low vision. If you want to modify how your computer displays this site, we invite you to Customize this Site. The Accessibility Policy Statement will explain some of the technology built into this site. Visit the Privacy Statement to learn Perkins\' position on information gathered through use of this site. The Perkins\' Statement on Outside Links provides the School\'s position on sharing of outside Web links for other resources that may be helpful to users of this site.\r\n
\r\n\r\nOur goal is to provide valuable and useable information. That is why you will find contact information for all of our programs and services throughout. We also welcome feedback on the accessibility of the site. Please let us know what you think by sending us an email at Feedback@Perkins.org.\r\n
\r\n\r\nThis site was designed and developed by: Nesnadny + Schwartz, Cleveland + New York + Toronto\r\n
','An angled view of the top of the Perkins tower. A view of Perkins\' snow-covered campus. A small group of teenage students and staff bask in the sunlight. A view of snow-covered residential cottages.','absitestrip','About, Site, Goal, Goals, Communication, Communications, Accessible,\r\nResource, Resources, Tool, Tools, General , Information, Interactive,\r\nModify, Blind, Low, Vision, Computer, Display, Displays, Customize,\r\nAccessibility, Policy, Statement, Technology, Privacy, Outside, Link, Links,\r\nHelp, Helpful, Feedback\r\n'); INSERT INTO perkins_areas VALUES (16,'Contact Us',4,'Involvement','Contact Us','\r\nPerkins School for the Blind is dedicated to providing the highest quality of services to people of all ages who are blind, visually handicapped, deafblind, and multihandicapped. We also offer resources to parents, families, friends, and professional service-providers.\r\n
\r\n\r\nTo learn more about Perkins\' services or to request information, contact the programs in the Address, Telephone and Email listing. To schedule a tour of campus, contact Visit. To provide comments, suggestions or ideas for this site, send us your Feedback.\r\n
','A girl with low vision writes a letter in large print. A mother and sister of a student visit the Preschool Program on Halloween. Hands of a teacher and a student communicating by tactile sign language. The Perkins tower and trees on a winter day.','contactmainstrip','Contact, Us, Perkins, School, Resource, Resources, Parent, Parents, Families, Family, Professional, Providers, Service, Services, Request, Information, Program, Programs, Address, Telephone, Email, List, Listing, Tour, Campus, Visit, Comment, Comments, Suggestion, Suggestions, Feedback, Idea, Ideas'); INSERT INTO perkins_areas VALUES (13,'Employment',1,'Involvement','Employment','\r\nFounded in 1829, Perkins School for the Blind helps students who are blind, deafblind and multihandicapped reach beyond expectations. Currently, the school educates and trains more than 200 Students on campus, ages birth to 22 years.\r\n
\r\n\r\nPerkins\' employees are the heart of the school\'s many programs and services, providing a safe and enriching environment in which students can learn and thrive. There is a variety of employment opportunities at Perkins, including teachers, clinicians, houseparents, and program aides who work directly with the students; and maintenance and administrative staff, such as clerical workers, accountants and other support personnel, who oversee Perkins\' daily operations.\r\n
\r\n\r\nPerkins offers competitive salaries and employee benefits that include health and dental insurance and tuition reimbursement. Employment periods are generally for 11-12 months, depending on the position. Part-time schedules are also available. Perkins also offers a variety of internships and Volunteer Opportunities.\r\n
\r\n\r\nPerkins is an accredited member of the New England Association of Independent Schools and licensed by the Massachusetts Department of Education, the Department of Public Health, and by the Commonwealth\'s Office of Child Care Services.\r\n
\r\n\r\nTo learn more about job openings at Perkins, view the Employment Opportunities online, email Recruiter@Perkins.org, or call the Personnel office at 617-972-7210. \r\n
\r\n\r\n\r\nTo find our which job fairs Perkins will be attending, check out the Calendar.\r\n
','An older woman plays peek-a-boo through a toy made up of shiny, metal beads. A view of Lower School cottages and classroom buildings. Three young students and three teachers engage in song and movement during the class\' circle time. A snowy path on campus.','employmainstrip','employment, work, jobs, job, employer, opportunities, personnel,fair, career, fairs,recruiter'); INSERT INTO perkins_areas VALUES (12,'Perkins Forum',4,'Discover','Perkins Forum','\r\nIn order to help the general public and Perkins students, clients and consumers better understand one another, we have included the constantly evolving Perkins Forum. It is a place where members of the Perkins family can tell their stories, and where students can share their many talents.\r\n
\r\n\r\n\r\nAt this time, you can check out the Testimonials from people who have benefited from Perkins\' programs and services. For more information about Perkins, contact Info@Perkins.org.\r\n
','A close-up of three teenage girls singing in one of Perkins\' choruses. A proud girl with thick glasses shows her work on the computer. A mother and a teacher work with a young girl at a table. Eleven elementary school age students sing at an outside event in their chorus uniforms.','forummainstrip','Perkins, Forum, Public, Student, Students, Testimonial, Testimonials, Stories, Talent, Talents, Family, Program, Programs, Services'); INSERT INTO perkins_areas VALUES (9,'Howe Press/Perkins Brailler',1,'Discover','Howe Press/Perkins Brailler','\r\nSince the School\'s creation in 1829, Perkins has promoted advances in reading and writing \r\ntools for the blind and visually handicapped. The establishment of Howe Press and the \r\nPerkins Brailler has helped improve the lives of thousands of people worldwide. \r\n
\r\n\r\nTo learn more about the development of the Perkins Brailler, Howe Press and \r\ncommunication tools for the blind, read the brief History below and About Braille. To find \r\nout about other products manufactured by Howe Press, review the online Howe Press Catalog.\r\n
\r\n','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.','braillermainstrip','Howe, Press, Perkins, Braille, Brailler, Reading, Writing, Tools, Tool, Blind, Visually, Handicapped, Communication, History, About, Products, Product, Manufactured, Manufacture, Online, Product, Catalog,'); INSERT INTO perkins_areas VALUES (7,'Elders',4,'Services and Support','Elders','\r\nSeniors make up the fastest growing population of individuals who are blind or visually handicapped. Perkins developed Outreach Services to Elders to provide both community-based and center-based services for seniors who are 60 or older and legally blind.\r\n
\r\n\r\nPerkins rehabilitation teachers (RT) visit seniors in their homes or other living environments to answer questions, provide information and offer helpful techniques so individuals can maintain or develop the skills to confidently navigate everyday routines. Training and consultation with individuals and their families in areas such as personal care and grooming, cooking, home management, low vision utilization, and communication skills are offered as part of the service.\r\n
\r\n\r\nThe Outreach Elder Learning Center, located on the Perkins campus, offers an adult education model of training for elders with vision loss. While many of the on-campus services and much of the training mirror those that seniors can receive at home, the group setting provides the advantage of allowing seniors to learn from each other. Seniors participate in six- to ten-week courses in areas such as gardening, crafts, yoga, exercise, and cooking techniques or can participate in an ongoing book club.\r\n
\r\n\r\nFor more information about Outreach Services to Elders contact Outreach@Perkins.org.\r\n
\r\n','An older woman with low vision washes a green pepper at the sink. A staff member shows one of her female clients in the Elders program how to use an adaptive alarm clock. An elderly gentleman who is blind carefully removes some food from the microwave wearing large oven mitts. A close-up vies of and elderly woman\'s hand on an oven dials with adaptive tactile buttons to indicate temperature variations.','eldersmainstrip','Elders, Elder, Seniors, Senior, Population, Individuals, Individual, blind, Visually, Handicapped, Outreach, Services, Service, Community, Based, Community-based, Center, Center-based, Legally, Rehabilitation, Teachers, Teacher, Homes, Home, Living, Environments, Environment, Questions, Question, Information, Helpful, Techniques, Technique, Maintain, Develop, Skills, Skill, Everyday, Routines, Routine, Training, Train, Consultation, Families, Personal, Care, Grooming, Cooking, Home, Management, Low , Vision, Utilization, Communication, Learning, Learn, Campus, Adult, Education, Model, Loss, On-campus, Campus, Group, Setting, Courses, Course, Gardening, Crafts, Craft, Yoga, Exercise, Book, Club'); INSERT INTO perkins_areas VALUES (19,'International Programs',2,'Services and Support','International Programs','\r\nIn 1989, thanks to the generosity of the Conrad N. Hilton Foundation, the Hilton/Perkins \r\nInternational Program was established to pursue its Mission and Goals of working with \r\neducators, parents, caregivers and governments in more than 50 countries on behalf of \r\nchildren who are multihandicapped blind and deafblind. \r\n
\r\n\r\nThe Hilton/Perkins Program offers International Services through its Worldwide \r\nLocations, Educational Leadership Program and Domestic Services in its U.S. Location, to serve the needs of children and \r\ntheir families in the United States. \r\n
\r\n\r\nThe partnership between the Foundation and Perkins came about largely as a result of the \r\nesteem and high regard that Conrad N. Hilton, founder of Hilton Hotels, felt for Helen Keller, a Perkins alumna whose books, speeches and lifetime example of overcoming obstacles inspired \r\nmillions of people around the world. Perhaps the greatest tribute to \r\nHelen\'s inspiration and Mr. Hilton\'s vision is the fact that not a day goes by that deafblind children throughout the world are \r\nbeing helped through the Hilton/Perkins Program.\r\n
','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.','internmainstrip','International, Programs, Program, Conrad, Hilton, Perkins, Program, Mission, Goals, Goal, Educators, Educator, Parents, Parent, Caregivers, Caregiver, Governments, Government, countries, Children, Child, Multi, Handicapped, Multi-handicapped, Blind, Deaf, Deafblind, Deaf-blind, Services, Service, World, Worldwide, Locations, Location, Domestic, U.S., Needs, Need Families, United, States, Partnership, Helen, Keller, Vision, ELP, Educational, Leadership'); INSERT INTO perkins_areas VALUES (1,'What\'s New?',1,'Overview','What\'s New','\r\nNo matter what time of year, there is always something going on at Perkins School for the Blind. 2003 is no exception. Check out the Calendar for upcoming events both on and off campus, such as the 20th Annual New England Regional Seminar for families and professionals. We are also thrilled to announce that Perkins\' Ambassador, Olympic Runner Marla Runyan, will be competing in this year\'s Boston Marathon. For a quick overview of the latest school happenings that have caught the media\'s interest, go to Perkins in the News.\r\n
\r\n\r\n\r\n2003 also brings a time of change for Perkins School for the Blind. We are pleased to announce that on January 1, 2003, Steven M. Rothstein became the ninth head of Perkins. Mr. Rothstein has an impressive Biography of social service work and leadership. We welcome him to Perkins and encourage you to read our new President’s Message.\r\n
\r\n\r\n\r\nEveryone at Perkins would like to thank Kevin J. Lessard for his eighteen years of devotion and commitment as director. Perkins expanded and flourished under his guidance. We wish Mr. Lessard a joyous and fulfilling retirement.\r\n
','Perkins cheerleaders rooting for their team at an outside school event. A view of the Lower School courtyard and cherry blossoms in the spring. A teacher holding hands and encouraging a young boy to play. Two young girls walk with canes in the Lower School courtyard.','newmainstrip','What\'s, What, New, Perkins, president, president\'s,leader,director,kevin,lessard,steve,rothstein,steven,biography,message,retirement,calendar, touching,lives,deafblind,deaf,blind,deaf-blind,film,news,media, conference, conferences,marla, runyan, olympic, runner, ambassador, boston, marathon, new, england, regional, seminar, conference, families, professionals'); INSERT INTO perkins_areas VALUES (11,'Braille and Talking Book Library',3,'Discover','Braille and Talking Book Library','\r\nThe Perkins Braille and Talking Book Library, located on the Perkins School for the \r\nBlind campus, is funded in part by the Massachusetts Board of Library Commissioners. \r\nThe Library provides free services to Massachusetts residents of any age who are unable \r\nto read traditional print materials due to a visual or physical disability. The Perkins \r\nLibrary has been affiliated with the Library of Congress National Library Service \r\nnetwork of cooperating libraries since the beginning of the Talking Book Program in \r\n1931.\r\n
\r\n\r\nMore than 700,000 volumes of recorded books, 16,000 braille titles and 100 cassettes and braille magazine genres and topics are circulated annually by Perkins. Working on both a walk-in and mail-order system, the Library serves patrons as young as seven months and as old as 113 years. To find books, magazines, music publications, catalogs, bibliographies, and foreign-language materials available through the Library, review the \r\nAvailable Materials.\r\n
\r\n\r\nTo learn more about receiving Library services, please review the Service Eligibility \r\nGuidelines. To apply for Library service or to request magazines, download the appropriate \r\nforms from the Forms & Applications Section. Information on special programs \r\nincluding Playback Equipment, Reference Services, Library Services for \r\nStudents, and Special Music Services is also available. \r\n
\r\n\r\nA Map of Massachusetts Talking Book Program Readership by Community is available in PDF format using Adobe Acrobat, as well as in a Text -only version.\r\n
\r\n\r\nFor more information about the Library, review the list of Frequently Asked Questions or contact the Library at 617-972-7240, 1-800-852-3133, or email Library@Perkins.org. \r\n
\r\n\r\nTo learn more about the Massachusetts Board of Library Commissioners and other \r\nsources of information for the blind and physically handicapped, view Related \r\nLinks. \r\n
','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.','librarymainstrip','Braille, Talking, Book, books, Library, print, materials, books, cassette, cassettes, magazine, magazines, publications, publication, forms, form'); -- -- Table structure for table 'perkins_cache' -- CREATE TABLE perkins_cache ( cache_key varchar(64) NOT NULL default '', cache_value longtext, PRIMARY KEY (cache_key) ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_cache' -- -- -- Table structure for table 'perkins_calendar' -- CREATE TABLE perkins_calendar ( id int(11) NOT NULL auto_increment, semester varchar(8) NOT NULL default '', event_date date NOT NULL default '0000-00-00', event_time time default NULL, event_desc varchar(255) NOT NULL default '', keywords text, PRIMARY KEY (id) ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_calendar' -- INSERT INTO perkins_calendar VALUES (91,'FALL','2002-10-14','00:00:00','Columbus Day holiday','columbus, day, holiday, holidays'); INSERT INTO perkins_calendar VALUES (92,'FALL','2002-10-16','00:00:00','Field Day (Overbrook School for the Blind)','field, day, overbrook, school'); INSERT INTO perkins_calendar VALUES (93,'FALL','2002-11-04','00:00:00','Corporation Day','corporation, day, corporator, corporators'); INSERT INTO perkins_calendar VALUES (94,'FALL','2002-11-04','11:00:00','Director\'s Memorial Exercises (Dwight Hall Auditorium)','director, director\'s, memorial, exercise, exercises, dwight, hall, auditorium'); INSERT INTO perkins_calendar VALUES (98,'FALL','2002-11-04','15:30:00','Tours of campus for Corporation Members','tour, tours, corporation, member, members, corporator, corporators'); INSERT INTO perkins_calendar VALUES (99,'FALL','2002-11-06','00:00:00','Swimming meet (Maryland School for the Blind)','swim, swimming, meet, maryland'); INSERT INTO perkins_calendar VALUES (100,'FALL','2002-11-27','12:00:00','Thanksgiving Recess begins','thanksgiving, recess, begins, holiday, holidays'); INSERT INTO perkins_calendar VALUES (101,'FALL','2002-11-28','00:00:00','Thanksgiving Day holiday','thanksgiving, day, holiday, holidays'); INSERT INTO perkins_calendar VALUES (102,'FALL','2002-11-29','00:00:00','Thanksgiving holiday','thanksgiving, holiday, holidays'); INSERT INTO perkins_calendar VALUES (103,'WINTER','2002-12-01','00:00:00','Students return','students, return'); INSERT INTO perkins_calendar VALUES (104,'WINTER','2002-12-02','00:00:00','Classes resume','class, classes, resume'); INSERT INTO perkins_calendar VALUES (105,'WINTER','2002-12-15','15:00:00','First Holiday Concert (Dwight Hall Auditorium)','first, holiday, concert, concerts, dwight, hall, auditorium'); INSERT INTO perkins_calendar VALUES (106,'WINTER','2002-12-19','11:30:00','Holiday Assembly for all Students & Staff (Dwight Hall Auditorium)','holiday, assembly, assemblies, students, staff, dwight, hall, auditorium'); INSERT INTO perkins_calendar VALUES (107,'WINTER','2002-12-19','19:30:00','Final Holiday Concert (Dwight Hall Auditorium)','final, holiday, concert, concerts, dwight, hall, auditorium'); INSERT INTO perkins_calendar VALUES (108,'WINTER','2002-12-20','17:00:00','Holiday Recess begins for All Programs','holiday, recess, holidays, all, programs'); INSERT INTO perkins_calendar VALUES (109,'WINTER','2002-12-24','12:00:00','Christmas Day holiday begins','christmas, day, holiday, holidays, begins'); INSERT INTO perkins_calendar VALUES (110,'WINTER','2002-12-25','00:00:00','Christmas Day holiday','christmas, day, holiday, holidays'); INSERT INTO perkins_calendar VALUES (111,'WINTER','2003-01-01','00:00:00','New Years Day holiday','new, year, years, day, holiday, holidays'); INSERT INTO perkins_calendar VALUES (112,'WINTER','2003-01-06','00:00:00','All Students return and Classes begin','all, students, return, class, classes, begin'); INSERT INTO perkins_calendar VALUES (113,'WINTER','2003-01-22','15:15:00','Staff meeting (Hilton Building Auditorium)','staff, meeting, meetings, auditorium'); INSERT INTO perkins_calendar VALUES (114,'WINTER','2003-01-22','16:00:00','Staff reception (Hilton Building Staff Lounge)','staff, reception, lounge, receptions'); INSERT INTO perkins_calendar VALUES (115,'WINTER','2003-01-24','00:00:00','Wrestling/Cheerleading meet begins (New York Institute for the Blind)','wrestling, cheerleading, meet, begins, new, york, institute'); INSERT INTO perkins_calendar VALUES (116,'WINTER','2003-01-26','00:00:00','Wrestling/Cheerleading meet ends (New York Institute for the Blind)','wrestling, cheerleading, meet, ends, new, york, institute'); INSERT INTO perkins_calendar VALUES (117,'WINTER','2003-02-03','00:00:00','Blaisdell Day','blaisdell, day '); INSERT INTO perkins_calendar VALUES (118,'WINTER','2003-02-14','17:00:00','Winter Recess begins for All Programs','winter, recess, break, begins, all, programs'); INSERT INTO perkins_calendar VALUES (119,'WINTER','2003-02-17','00:00:00','Presidents\' Day holiday','president, presidents, day, holiday, holidays'); INSERT INTO perkins_calendar VALUES (120,'WINTER','2003-02-23','00:00:00','Students return','students, return'); INSERT INTO perkins_calendar VALUES (121,'WINTER','2003-02-24','00:00:00','Classes resume','class, classes, resume'); INSERT INTO perkins_calendar VALUES (176,'SPRING','2003-03-21','00:00:00','Goal Ball meet begins (New York Institute for the Blind)','goal, ball, meet, meets, begins, new, york, institute'); INSERT INTO perkins_calendar VALUES (181,'SPRING','2003-03-23','00:00:00','Goal Ball meet ends (New York Institute for the Blind)','goal, ball, meet, meets, ends, new, york, institute'); INSERT INTO perkins_calendar VALUES (126,'FALL','2002-09-03','00:00:00','Students return and Classes begin','student, students, return, class, classes, begin'); INSERT INTO perkins_calendar VALUES (127,'SPRING','2003-04-18','00:00:00','Spring Recess begins for All Programs','recess,spring,break,vacation'); INSERT INTO perkins_calendar VALUES (128,'SPRING','2003-04-21','00:00:00','Patriots\' Day Holiday','patriot,patriots.patriots\',day,holiday,holidays,break,vacation,breaks'); INSERT INTO perkins_calendar VALUES (130,'SPRING','2003-04-27','00:00:00','Spring Recess ends - Students return','recess,break,breaks,vacation,spring'); INSERT INTO perkins_calendar VALUES (131,'SPRING','2003-04-28','00:00:00','Classes resume','break,vacation,resume'); INSERT INTO perkins_calendar VALUES (191,'SPRING','2003-05-14','18:00:00','Volunteers\' Recognition Evening','volunteer,volunteers,recognition,event, events, dinner'); INSERT INTO perkins_calendar VALUES (133,'SPRING','2003-05-16','00:00:00','Track Meet at Perkins begins','track,meet,meets'); INSERT INTO perkins_calendar VALUES (134,'SPRING','2003-05-18','00:00:00','Track Meet at Perkins ends','track, meet, meets,sports, sporting, event, events'); INSERT INTO perkins_calendar VALUES (135,'SPRING','2003-05-20','20:00:00','Handbell Festival','handbell, handbells, event, events,music'); INSERT INTO perkins_calendar VALUES (138,'SPRING','2003-05-21','15:00:00','Staff Meeting and Service Awards Ceremony - Hilton Building Auditorium','award,awards,staff,service, ceremony,recognition'); INSERT INTO perkins_calendar VALUES (137,'SPRING','2003-05-26','00:00:00','Memorial Day Holiday','holiday,break,holidays,breaks'); INSERT INTO perkins_calendar VALUES (143,'SPRING','2003-05-30','11:30:00','Educational Leadership Program Graduation','ELP,Educational,leadership,program,graduation'); INSERT INTO perkins_calendar VALUES (140,'SPRING','2003-06-11','00:00:00','Picnic Day','picnic'); INSERT INTO perkins_calendar VALUES (148,'SPRING','2003-06-12','11:30:00','Final Assembly for All Students and Staff','final, assembly,assemblies,staff'); INSERT INTO perkins_calendar VALUES (142,'SPRING','2003-06-13','11:00:00','Graduation Exercises - Dwight Hall','graduation,exercises'); INSERT INTO perkins_calendar VALUES (144,'SPRING','2003-06-13','12:00:00','Graduation Luncheon','graduation,luncheon'); INSERT INTO perkins_calendar VALUES (149,'SPRING','2003-06-13','17:00:00','Alumni Weekend Begins','alumni,weekend, event, events,graduation'); INSERT INTO perkins_calendar VALUES (146,'SPRING','2003-06-14','08:30:00','Registration for Alumni Weekend','registration,alumni,weekend'); INSERT INTO perkins_calendar VALUES (147,'SPRING','2003-06-14','09:00:00','Chapel Service','chapel, service'); INSERT INTO perkins_calendar VALUES (150,'SPRING','2003-06-14','12:00:00','Alumni Lunch - Picnic Area','alumni,lunch,luncheon,picnic'); INSERT INTO perkins_calendar VALUES (151,'SPRING','2003-06-14','13:30:00','Alumni Baseball Game','alumni,weekend,baseball,game'); INSERT INTO perkins_calendar VALUES (152,'SPRING','2003-06-14','17:00:00','Alumni Banquet and Reception - Dwight Hall','alumni,weekend, banquet,reception,dinner'); INSERT INTO perkins_calendar VALUES (153,'SUMMER','2003-06-23','00:00:00','Summer Program begins','summer,program'); INSERT INTO perkins_calendar VALUES (154,'SUMMER','2003-07-04','00:00:00','Independence Day Holiday','fourth, july, holiday, holidays,independence, day'); INSERT INTO perkins_calendar VALUES (155,'SUMMER','2003-07-25','00:00:00','Summer Program ends','summer,program'); INSERT INTO perkins_calendar VALUES (192,'SPRING','2003-03-26','00:00:00','Touching Lives:Portraits of Deafblind People - A documentary film by Myles Gordon and Susan Hajjar at 10:45 am and 7:00 pm in Dwight Hall. A panel discussion will follow each screening. (RSVP: 617-972-7787 or email RSVP@Perkins.org by March 12th)','touching, lives, documentary, film, presentation, deafblind, deaf, deaf-blind, myles, gordon,susan,hajjar, portrait, portraits, event, events,panel, discussion'); INSERT INTO perkins_calendar VALUES (177,'WINTER','2003-03-03','19:00:00','Monthly Concert Series: The Attic Blue Grass Band - Dwight Hall','monthly, concert, concerts, series, bluegrass,attic, blue,grass'); INSERT INTO perkins_calendar VALUES (179,'WINTER','2003-03-11','19:00:00','Senior Recital featuring Yegue Badigue (piano, clarinet,cello and voice) - Dwight Hall','yegue, badigue, recital,recitals,senior,concert,concerts,piano,music,musical'); INSERT INTO perkins_calendar VALUES (180,'WINTER','2003-03-16','13:30:00','Senior Recital featuring Yegue Badigue (piano only) - Dwight Hall','senior, recital, recitals, concert, concerts, piano, yegue, badigue, music'); INSERT INTO perkins_calendar VALUES (161,'SPRING','2003-03-27','19:00:00','Senior Recital featuring Emily Hutchins - Dwight Hall','Emily, Hutchins, senior, recital, recitals, music,concert, concerts'); INSERT INTO perkins_calendar VALUES (162,'SPRING','2003-04-07','19:00:00','Monthly Concert Series: \"Battle of the Bands\" featuring Cottage Staff','monthly, concert, concerts, series, battle, bands, cottage, staff, music'); INSERT INTO perkins_calendar VALUES (164,'SPRING','2003-04-09','19:00:00','Instrumental Students of Arnie Harris - Dwight Hall','instrumental, music, arnie, harris, concert, concerts'); INSERT INTO perkins_calendar VALUES (165,'SPRING','2003-04-28','19:00:00','Senior Recital featuring Scott Grindle - Dwight Hall','senior, recital, recitals, scott, grindle, music, concert, concerts'); INSERT INTO perkins_calendar VALUES (166,'SPRING','2003-05-01','19:00:00','Vocal Students of Jennie O\'Brien - Dwight Hall','vocal, concert, concerts, jennie, o\'brien, music'); INSERT INTO perkins_calendar VALUES (167,'SPRING','2003-05-13','19:00:00','Spring Chorus Concert featuring Perkins\' Chorus, Chamber Singers and Music Makers - Dwight Hall','concert, concerts, music, makers, chorus, chamber, singer, singers,spring'); INSERT INTO perkins_calendar VALUES (168,'SPRING','2003-05-20','20:00:00','Handbell Festival - Old South Church, Boston','handbell, hand,bell,festival, concert, concerts, music, old,south,church,boston'); INSERT INTO perkins_calendar VALUES (169,'SPRING','2003-05-29','19:00:00','Revels and Upper School Chorus Performance - Dwight Hall','revels, upper, school, chorus, music, concert, concerts,performance'); INSERT INTO perkins_calendar VALUES (184,'WINTER','2003-03-10','00:00:00','Perkins Representative at Bates College Non-Profit Job & Internship Fair: 10 am - 2 pm','job,fair,jobs,bates,internship'); INSERT INTO perkins_calendar VALUES (185,'SPRING','2003-03-24','00:00:00','Perkins Representative at Salem State College Job Fair: 10:30 am - 1:30 pm','job,fair,jobs,college'); INSERT INTO perkins_calendar VALUES (186,'SPRING','2003-03-25','00:00:00','Perkins Representative at Colleges of Worcester Consortium, Inc. Career Fair: 1:00 - 5:00 pm','college, fair, job, jobs,worcester, consortium, career'); INSERT INTO perkins_calendar VALUES (188,'SPRING','2003-03-27','00:00:00','Perkins Representative at Suffolk University Job Fair: 12:00 - 2:00 pm','suffolk,university,job,jobs,fair,career'); INSERT INTO perkins_calendar VALUES (189,'SPRING','2003-04-02','00:00:00','Perkins Representative at Merrimack College Career Fair: 12:00 - 4:00 pm','career, job,jobs,fair,fairs,college,merrimack'); INSERT INTO perkins_calendar VALUES (190,'SPRING','2003-04-16','00:00:00','Perkins Representative at Bunker Hill Community College Job Fair: 9:30 am - 1:30 pm','bunker, hill,job,jobs,fair,fairs,career,community,college'); INSERT INTO perkins_calendar VALUES (194,'SPRING','2003-05-03','08:15:00','20th Annual New England Regional Seminar: Taking Care of Our Children...Taking Care of Ourselves','new, england, regional, seminar, conference,taking,care,children,ourselves,annual'); INSERT INTO perkins_calendar VALUES (195,'FALL','2003-09-13','10:00:00','\"Team with A Vision\" 5K Run/Walk Fundraiser - starting at Artesani Park, 1234 Soldiers Field Road in Brighton','fundraiser,walk,run,team, artesani,park,brighton,soldiers,field,road'); -- -- Table structure for table 'perkins_conference' -- CREATE TABLE perkins_conference ( id int(11) NOT NULL auto_increment, title varchar(255) NOT NULL default '', host varchar(255) NOT NULL default '', event_date date NOT NULL default '0000-00-00', event_time time default NULL, end_date date NOT NULL default '0000-00-00', end_time time default NULL, location varchar(255) NOT NULL default '', keywords text, conf_type varchar(64) default NULL, conf_details mediumtext, PRIMARY KEY (id) ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_conference' -- INSERT INTO perkins_conference VALUES (25,'13th Deafblind International World Conference on Deafblindness','Canadian Deafblind and Rubella Association (CDBRA)','2003-08-05','00:00:00','2003-08-10','00:00:00','Mississauga, Ontario, Canada','conference, conferences, DBI, international, world, worldwide,deafblind, deaf,deaf-blind, deafblindness, deaf-blindness,canada, canadian, rubella, association,communication,key,professional, professionals,cdbra,dbi','Professional','\r\nThis world conference on deafblindness is sponsored by the world professional association, Deafblind International. \r\n
\r\n\r\n\r\nWhile the agenda focuses upon content for professionals, parents and people who are deafblind also attend and make presentations. The theme of this year\'s conference is \"Communication is the Key to Opening Doors Worldwide.\" It is expected that over 500 people from all over the world will attend.\r\n
\r\n\r\n\r\nFor more information, go to the DBI World Conference Web site.'); INSERT INTO perkins_conference VALUES (38,'20th Annual New England Regional Seminar: Taking Care of Our Children...Taking Care of Ourselves','Perkins School for the Blind\r\n','2003-05-03','08:15:00','2003-05-03','15:00:00','Hilton Building at Perkins School for the Blind, Watertown, MA','parent, conference, parents, conferences, NAPVI, children,family, professional, professionals,new, england, regional, seminar, taking,care, ourselves,volunteer, counselor,form,adobe,pdf,download,application,tom, miller','Parental','
This conference encourages families of young children (ages 0-7) with visual impairments and professionals throughout New England to participate in this opportunity to share our common concerns and to learn from one another.\r\n
\r\n\r\n\r\nActivities and childcare will be provided for your children by counselors \r\nassigned, according to your child\'s age, disability, and special considerations.\r\n
\r\n\r\n\r\nThe conference will begin at 8:15 a.m. and end at 3:00 p.m.\r\n
\r\n\r\n\r\nTo learn about how you can volunteer as a counselor at the conference, please call Debbie Gleason at 508-429-3855, or click on the Volunteer listing.\r\n
\r\n\r\n\r\nFor more information about the seminar, please contact the following person(s) within your state:\r\n
\r\n\r\n\r\nMASSACHUSETTS: \r\n
Linda Cummings, Perkins Preschool Services -(617) 972-7393
\r\nEmail: PreschoolServices@Perkins.org\r\n
Ana Quintana, NAPVI -(800) 562-6265
\r\nEmail the NAPVI Office at - NAPVI@Perkins.org\r\n
\r\nRHODE ISLAND:\r\n
Linda Hughes, RI State Services for the Blind -(401) 277-2300\r\n
\r\nCONNECTICUT: \r\n
Cynthia Estanich -(800) 842-4510
\r\nMary Lonergan,BESB -(860) 602-4000\r\n
\r\nNEW HAMPSHIRE:\r\n
Beverly Temple,MICE Program -(603) 228-1028\r\n
\r\nVERMONT:\r\n
Kerry Clifford, VABVI-(800) 639-5861(x93)\r\n
\r\nMAINE:\r\n
Jean Small - (207) 941-2855\r\n
\r\nA Program Overview and Registration Form for the conference are available for download in PDF format using Adobe Acrobat. Registration forms and program brochures can also be requested by contacting Perkins Preschool Services at 617-972-7553 or by emailing PreschoolServices@Perkins.org.\r\n
\r\n\r\nPlease return the completed form with registration fee of $25.00 per family by April 18, 2003. Make checks payable to Perkins School for the Blind. Mail to:\r\n
\r\n\r\nTom Miller
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472\r\n
Duties and Responsibilities:\r\n\r\n
\r\n\r\n\r\nTeach general and specialty subjects as well as developmental and functional skills as assigned by the program supervisor. Work with a population of students who are blind, visually handicapped, or severely or multiply handicapped. Function as a member of an interdisciplinary program team. Provide evaluation services to students referred to the school at the request of the program supervisor. Provide information and support services to families and/or other caregivers.\r\n
\r\n','Minimum Requirements:\r\n\r\n
\r\n\r\n\r\nBachelor\'s or Master\'s degree in Special Education. Current Massachusetts certification. Current First Aid/CPR certification.\r\n
','teacher, teachers, job, jobs, employment, opportunity, opportunities, position, positions, secondary, teach, full, time',NULL); INSERT INTO perkins_employment_ct VALUES (3,'Program Aide ','Various','Duties and Responsibilities: \r\nProgram Aides work with individuals or small groups of multiply\r\nhandicapped, blind, deafblind, and severely handicapped students in a residential or classroom setting. Program Aides teach independent living, social, direct care, and pre-vocational skills to our students along with teachers and support staff.\r\n
\r\nFull-Time Shifts Available: Sunday-Thursday or Tuesday-Saturday 2PM-10PM\r\n\r\n
Part-Time Shifts Available: Varies\r\n
','Minimum Requirements:\r\nHigh School diploma. First Aid/CPR certification and CPPI training. Applicants with prior experience working with multiply handicapped or blind students preferred. Must be able to lift and transfer students.\r\n
\r\nPlease send resumes to:
\r\nRecruiterDuties and Responsibilities:\r\n\r\n
\r\n\r\n\r\nThe Adapted Physical Education Teacher provides physical education to students who are blind, visually handicapped and/or severely handicapped between the ages of 12 and 22. Responsibilities include organizing physical activities and swimming, as well as helping to plan and implement recreation and leisure time activities. Provides lifting and transferring and behavioral interventions to students, prepares individual lesson plans, develops and evaluates progress reports, participates in program meetings, and works as a member of an interdisciplinary team.\r\n
\r\n','Minimum Requirements:\r\n\r\n
\r\n\r\n\r\nBachelor\'s degree in Physical Education with a concentration in Adapted Physical Education; WSI, LGT and First Aid/CPR certification; course work in special education with at least one year of experience and/or training teaching adapted physical education to special needs students. Preference for candidates with Master\'s degree in Adapted Physical Education.\r\n
','secondary, job, jobs, employment, opportunity, opportunities, teacher, teachers, physical, education, adapted, responsibilities',NULL); INSERT INTO perkins_employment_ct VALUES (9,'Evening Clinical Nurse','Health Services','Duties and Responsibilities:\r\n\r\n
\r\n\r\n\r\nThe Evening Clinical Nurse provides nursing care to students after regular clinic hours under the general direction of the Nurse Manager in collaboration with the program nurses, nurse practitioner and school pediatricians. Responsibilities include: function as an effective member of the Clinic team providing consultation, skilled technical medical care and education to Perkins students and staff, provide triage for student care concerns on the telephone and and the Clinic, provide support to the residential staff, provide direct care and facilitate same evening and next day appointments at the Clinic, ensure quality care by communicating effectively with the program nurses, nurse practitioner and school pediatricians, exercise safe judgment and demonstrate critical thinking skills, collaborate with school staff and emergency care agencies when arranging for urgent care transports, arrange and provide for same evening and next day student care as appropriate, and perform routine clinic tasks as needed.\r\n\r\n
','Minimum Requirements:\r\n\r\n
\r\n\r\n\r\nLicensed Registered Nurse in Massachusetts. Bachelor\'s degree in Nursing. 2 - 4 years nursing experience with children and families, ability to assist with transfers and do physical restraints as needed. Preference may be given to applicants with triage experience, experience in developmental disabilities, experience working in an educational setting and experience working in an outpatient clinic.\r\n
','job, jobs, employment, opportunity, opportunities, nurse, nursing, clinic, evening, health, services, part, time',NULL); INSERT INTO perkins_employment_ct VALUES (11,'Speech and Language Pathologist','Deafblind','Duties and Responsibilities:\r\nThe Speech and Language Pathologist provides direct and indirect services, to increase the communication skills for multiply handicapped, deafblind students 6-22 years of age, on an individual and small group basis. Responsibilities include designing individualized communication plans using augmentative and alternative communication systems and techniques, ensuring the safety of students and implementing behavioral plans as needed during treatment, providing diagnostic evaluations, participating in the consultation and training of educational and residential staff, writing progress reports and developing IEP\'s, ordering and maintaining adaptive equipment, and working as a member of an interdisciplinary team that includes supervisors, teachers, clinicians, families and residential staff.\r\n
\r\n','Minimum Requirements:\r\nMaster\'s Degree in Speech and Language Pathologist, ASHA CCC certification, and licensed to practice in the state of Massachusetts. First Aid/CPR certification. Applicants with experience working with multiply handicapped deafblind students and knowledge of sign language preferred.\r\n
\r\nPlease send resumes to: \r\nEmployment ManagerDuties and Responsibilities:\r\nThe Pediatric Registered Nurse (Program) provides nursing care to multiply handicapped blind, deafblind and severely handicapped students under the general direction of the Nurse Manager of Health Services, and in collaboration with the Nurse Practitioner and Physician. Responsibilities include performing assessments and participates in nursing diagnosis, planning, implementing, monitoring and evaluating of health care plans for students, triaging students to appropriate N.P. or M.D., performing other routine nursing functions, including appointment scheduling, and assisting other medical personnel as needed. Develops and implements educational programs around the specific medical needs of the students. Participates in the nursing on-call service. The Pediatric Registered Nurse (Program) functions as a member of the Health Services team, and participates with the interdisciplinary team in each program to meet the health and education needs of the students at Perkins.\r\n
\r\n','Minimum Requirements:\r\nLicensed Registered Nurse in MA. Bachelor\'s Degree in Nursing. 2-4 years experience working with multiply handicapped children and families. Applicants with strong physical assessment skills, computer skills, and phlebotomy skills preferred.\r\n
\r\nPlease send resumes to: \r\nEmployment ManagerDuties and Responsibilities:\r\nThis Outreach Teacher of the Visually Impaired provides direct and consultative vision services, and Orientation and Mobility, to infants, preschoolers and school age children, their teachers/professionals and parents. Some of the children may have multiple impairments. Responsibilities include: student assessments; development and implementation of individual family service plans, development and implementation of individual educational plans, consultation and in-service training for education professionals and early intervention professionals, and paperwork associated with evaluations, contract services, reports and billing.\r\n
\r\n','Minimum Requirements:\r\nValid drivers license and car required. Certification as a Teacher of the Visually Impaired in Massachusetts. Preference for applicants with dual TVI/O&M (certifiable through ACVREP for Orientation and Mobility.\r\n
\r\nPlease send resumes to: \r\nEmployment ManagerDuties and Responsibilities:\r\nThe Assistant Houseparent works in cooperation with the Houseparent and Program Supervisor in managing all aspects of the residential program. They work with cottage staff on teaching independent living skills, social skills and direct care skills to multiply handicapped, blind, deafblind and severely handicapped students. They help coordinate residential and recreational activities. They assist with lifting and transferring, implementing behavioral interventions, administering medications, facilitating communication with parents, and supervisors by maintaining a written log, attending staff meetings, and writing ISP\'s and providing additional duties when needed. Assistant Houseparents are required to provide two (2) asleep overnight coverage. \r\n\r\n
Shifts Available: Sunday-Thursday 7:00AM-3:00PM/2:00PM-10:00PM with some variance; Tuesday-Saturday 7:00AM-3:00PM/2:00PM-10:00PM with some variance. Part-Time shifts also available.\r\n
\r\n','Minimum Requirements:\r\nHigh School diploma. Good written and communications skills. First Aid/CPR certification and CPPI training. Applicants with a Bachelor\'s Degree and prior work experience with multiply handicapped or blind students preferred. Must be able to lift and transfer students.\r\n
\r\nPlease send resumes to: \r\nRecruiterDuties and Responsibilities:\r\nThe Awake Overnight provides awake overnight supervision of a residence for multiply handicapped, blind, deaf and deafblind students 5-22 years of age. Responsibilities include assisting students with direct care, providing behavioral interventions, performing lifting and transferring when needed, and maintaining written logs and records.\r\n
\r\nShifts Available: Friday-Saturday, 10PM-7AM (18 Hours); Saturday-Sunday, 10PM-7AM and Monday 11PM-7AM (27 Hours); Friday-Saturday 11PM-7AM(16 Hours); Friday-Sunday, 11PM-7AM (24 Hours); Thursday-Saturday 10PM-7AM (27 Hours)','
Minimum Requirements:\r\nHigh School diploma, First Aid/CPR certification and CPPI training. Applicants with prior work experience with multiply handicapped or deaf, deafblind individuals preferred. Must be able to lift and transfer students.\r\n
\r\nPlease send resumes to: \r\nRecruiterDuties and Responsibilities:\r\nThe Lifeguard supervises recreational swimming programs for multiply handicapped, blind, deafblind students 5 to 22 years of age. Responsibilities include providing supervision of students participating in evening swimming activities. Working with swim instructors on swimming programs and pool regulations. Enforcing safety regulations in the pool. Maintaining and operating a barrier-free lift for multiply handicapped children. Providing other adaptive and safety equipment as needed. Assisting with lifts and transfers of students in and out of the pool.\r\n
\r\n','Minimum Requirements:\r\nHigh School diploma. Current LGT certification. Current First Aid/CPR certification. One year of Life Guard experience. Ability to lift and transfer students. Ability to work with students who may exhibit aggressive behaviors\r\n
\r\nPlease send resumes to:
\r\nRecruiterDuties and Responsibilities:\r\nThe Study Hall Monitor coordinates and supervises evening study hall activities for individual students in the Secondary Program. Responsibilities include monitoring student\'s homework, assisting students with organizational skills related to their assignments, consulting with teachers, case managers and houseparents on study hall activities, supervising volunteers assigned to work with students, and organizing and replenishing supplies and other necessary materials.\r\n
\r\n','Minimum Requirements:\r\nHigh School diploma. Experience working with blind, visually and multiply handicapped adolescences. Experience using adaptive equipment and media used by visually handicapped students. Experience supervising groups of students in a classroom setting.\r\n
\r\nPlease send resumes to:
\r\nRecruiterDuties and Responsibilities:\r\nThe Domestic Service Worker is responsible for cleaning residences for multiply handicapped students. Responsibilities include cleaning all areas of cottage including, wet and dry mopping floors, vacuuming rugs, dusting, washing windows and screens and cleaning equipment. Changes students linens and makes students beds as needed. Ability to use industrial dishwasher, provide food/prep storage assistance, set up and clean dining room, wash dishes, keep accurate written inventories, order supplies with supply form and rotate delivered supplies. Maintain the cottage\'s recycling, storage and laundry areas. Ability to independently follow through with other assigned tasks. \r\n
\r\nShift Available: Monday-Friday 9:00AM-1:00PM; 20 Hours/Week','
Minimum Requirements:\r\nHigh School Diploma or equivalent. Ability to lift and carry up to 50 lbs between 1st and 2nd floors. Applicants with prior cleaning experience and good communication skills preferred.\r\n
\r\nPlease send resumes to: \r\nRecruiter\r\nFor Immediate Release:\r\n
\r\n\r\nApril 17, 2002, Boston, MA - Book lovers, armchair sleuths and \"whodunit\" fans will have a unique opportunity to hear and meet three of America\'s outstanding mystery writers - Robert B. Parker, Michael Palmer and Barbara Neely - at a Book and Author Brunch presented by Perkins School for the Blind Braille and Talking Book Library April 30 from 10 a.m. until 11:30 a.m. at the school. The Brunch is open to the public as well as library patrons. A donation of $5.00 is requested and reservations are required (call 617-972-7787). The brunch is being held in the Howe Building on the Perkins campus, 175 North Beacon Street, Watertown, MA.\r\n
\r\n\r\nThe purpose of the event is to highlight the importance of reading and access to reading materials and services for everyone, including people who are blind, visually handicapped and people who are otherwise unable to read traditional print due to a disability.\r\n
\r\n\r\n\"Reading is not a luxury,\" said Kevin Lessard, director of Perkins School for the Blind, \"and it is not a privilege granted only to the sighted community. It is a fundamental right, essential for living a full and productive life for all, including those people who are unable to read traditional print. We are extremely grateful that these renowned authors have given their time to join us in championing reading services for everyone.\"\r\n
\r\n\r\nTo underscore this point, Parker, creator of the street-smart Boston private eye Spenser, said, \"Reading is one of the ways that we participate in the culture we inhabit.\"\r\n
\r\n\r\nAuthors Parker, Palmer and Neely will discuss their work and respond to questions from the audience. Recent books by the authors will be available for purchase, and book lovers will have an opportunity to have their books signed. A continental brunch will be provided. \r\n
\r\n\r\n\"We hope that book lovers and fans of Robert Parker\'s famous detectives, Spenser and Jesse Stone; Barbara Neely\'s Blanche White; and Michael Palmer\'s medical thrillers will join us for this exciting morning,\" said Kim Charlson, director of Perkins Braille and Talking Book Library. \"This is a first for our library and we are thrilled to be able to share it with the community.\" \r\n
\r\n\r\nParker\'s newest book, Widow\'s Walk, was released earlier this month. Michael Palmer\'s Fatal will be released in May. Barbara Neely\'s most recent novel is Blanche Passes Go.\r\n
\r\n\r\nThe Perkins Braille and Talking Book Library is the largest library serving blind and visually handicapped readers throughout New England. Lending books since the 1830s, the Perkins Braille and Talking Book Library serves approximately 17,000 patrons, ranging from the youngest at 10 months and the oldest at 115. Working on a mail-order system with a collection of over 700,000 volumes, the Library offers a wide assortment of fiction and non-fiction for both adults and children. Selections include over 66,000 book titles and 70 magazine subscriptions. Books and magazines are available in English as well as many foreign languages. As a part of the Library of Congress\' National Library Service for the Blind and Physically Handicapped, the Perkins Braille and Talking Book Library\'s services are free of charge to those who meet the federal eligibility requirements. \r\n
\r\n\r\nRecently, the Perkins library expanded the Clive W. Lacy Digital Recording Studio, where reading materials other than those available through the National Library Service can be recorded. \r\n
\r\n\r\nPerkins School for the Blind helps people who are blind, have low vision, or are deafblind and multi-handicapped to reach beyond expectations. The nation\'s first school for the blind, Perkins provides academic and life skill services to all ages, including infants and elders in their homes, school-age children on campus, and deafblind children in programs around the world.\r\n
\r\n\r\nContact:
\r\nAnn Stingle
\r\n(617) 285-6324 (cell)
\r\n(202) 833-8121\r\n
\r\nRobert Guthrie
\r\n(617) 972-7339\r\n
\r\nBanner from Children to go to U.S.S. Carl Vinson\r\n
\r\n\r\nFor Immediate Release:\r\n
\r\n\r\nDecember 11, 2001, Boston, MA - Following the tragic events on September 11 and the launching of military response, Luis Marquez, a senior at Perkins School for the Blind, wanted to enlist but couldn\'t because he is blind. Undaunted, Luis still felt that there was something he could do to show his support for his country and the men and women in America\'s Armed Forces. So Luis has volunteered to do a 5k run on the Boston Common, Thursday, Dec. 13, 2001 at noon.\r\n
\r\n\r\n\"After September 11, I really wanted to do something,\" said Luis. \"I wanted to help fight for my country, but I can\'t because I am blind. So I wanted to at least show my support for the U.S. troops. It is also important to me to show that blind people, too, can do things to help our country.\"\r\n
\r\nNew England Reservists Join in Run\r\n
\r\n\r\nMoved by Luis\' effort, members of the 94th Regional Support Command have volunteered to run with him. \"We are deeply appreciative of citizens like Luis,\" said Col. Denis Petcovic, chief of staff at the 94th Regional Support Command. \"He is not in the military but understands what Army Reserve families go through when separated. It is heartwarming that the general public cares about deployed soldiers and their families.\"\r\n
\r\n\r\nFor men and women of the United States Armed Forces, this holiday season will be marked by separation of families, loneliness, anxiety and, for reservists, often a cut in salary. Through his run, Luis would like to encourage others to show their appreciation by donating to a special \"Perkins Cares\" fund. Money raised will be given to the 94th Regional Support Command Family Support Fund to assist with emergency needs of military families who face difficulty or hardship due to activation and deployment. Contributions will help with financial needs, childcare, transportation, food, clothing and other necessities for families of activated New England reservists who are stationed throughout the country.\r\n
\r\nBanner from Children to the U.S.S. Carl Vinson\r\n
\r\n\r\nIn addition to the run, the students of Perkins have made a banner that will be sent to the U.S.S. Carl Vinson. The Vinson is a United States Navy aircraft carrier in the Arabian Sea providing support for military operations in Afghanistan. The banner has the handprints of the students of Perkins School and says \"Thank you\" to the men and women taking part in Operation Enduring Freedom. It will be at the 5k run before it is sent. \r\n
\r\n\r\nPeople who would like to contribute in support of Luis and his goal to express gratitude for the men and women in the American Armed Forces who risk so much for their country can do so by sending a check made payable to \"Perkins Cares\" at \"Perkins Cares\", Perkins School for the Blind, 175 N. Beacon Street, Watertown, MA 02472.\r\n
\r\n\r\nThe nation\'s oldest school for the blind, Perkins School for the Blind has been helping blind, deafblind and multi-handicapped individuals reach beyond expectations since 1829.\r\n
\r\n\r\nThe 94th Regional Support Command is headquartered at the Devens Reserve Forces Training Area in Devens, Mass. It includes 56 units with a required strength just over 7,600 from throughout New England. Currently, over 300 New England reservists are deployed around the country on Operation Enduring Freedom, primarily in homeland security. \r\n
\r\n\r\nContact:
\r\nAnn Stingle
\r\n(617) 285-6324
\r\nRobert Guthre
\r\n(617) 972-7339
\r\nPerkins\r\n
\r\nEric Hurwitz
\r\n94th Regional Support Command
\r\n(978) 796-3307\r\n
\r\nFor Immediate Release:\r\n
\r\n\r\nBOSTON, Oct. 2 - In a unique display of sound, color and texture, the students of Perkins School for the Blind will exhibit their artistic and musical talents at the Perkins first Fine Arts Festival, held at the Mall at Chestnut Hill, Oct. 10 - Nov. 10, 2001. The festival is the largest art and music exhibition that the Perkins students have ever participated in. \r\n
\r\n\r\n\"This festival is a celebration of the importance of fine arts for all people, and an exceptional opportunity to recognize the creative efforts of our Perkins students,\" said Kevin Lessard, director of Perkins School for the Blind. \"I hope that it will heighten awareness of the capabilities of individuals who are blind, deafblind or multihandicapped, as well as build self-confidence and excitement in artistic activities among the students.\"\r\n
\r\n\r\nThe Perkins Fine Arts Festival will feature approximately 60 works created by the Lower School, Secondary Program and the Deafblind Program. Included in the exhibit will be watercolors, collages, magic marker art work and clay sculpture. But perhaps the most spectacular pieces will be quilts made by the children of the Lower School, featuring fabric birds, animals, mythical creatures, and geometric collages in a wide variety of colors and textures. \r\n
\r\n\r\nIn the performing arts, students will be presenting solo instrumental recitals, choral pieces by the Perkins Music Makers chorus, and performances by the Perkins Handbell Ensemble and Preschool students.\r\n
\r\n\r\n\"Our young artists and musicians are excited to be a part of this extraordinary exhibition, said Lessard. \"We are deeply grateful to the Mall at Chestnut Hill for supporting us in this first-ever event and for providing us with a venue that makes it possible for Perkins to share the achievements of our students with the public.\r\n
\r\n\r\n\"We encourage everyone,\" he said, \"especially children and their families, to come to the Mall at Chestnut Hill to share in our pride by viewing the artworks, listening to the musical presentations, and meeting our talented young people.\"\r\n
\r\n\r\nLorri Berenberg, owner of the Berenberg Gallery, is the artistic advisor for the Perkins festival.\r\n
\r\n\r\nPerkins School for the Blind helps people who are visually handicapped, deafblind and multi-handicapped to reach beyond expectations. The nation\'s first school for the blind, Perkins provides academic and life skill services to all ages, including infants and elders in their homes and school-aged people on campus. \r\n
\r\n\r\nContact:
\r\nBarbara Lohman
\r\n(202) 833-8121
\r\nRobert Guthrie
\r\n(617) 972-7339\r\n
\r\nFor Immediate Release:\r\n
\r\n\r\n\r\nNumber of Deafblind Children Doubles in Ten Years\r\n
\r\n\r\n\r\nAugust 1, 2001, Miami, FL - As the number of children throughout the Americas who are both deaf and blind increases (more than double in the last 10 years), a unique meeting between U.S. and Latin American parents of deafblind children will begin today at the Wyndham Hotel, on Biscayne Blvd., Miami.\r\n
\r\n\r\n\r\nThe 13 Latin American countries with parent representatives include Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guatemala, Mexico, Panama, Peru, Republica Dominica, Uruguay, and Venezuela. U.S. parents represent 33 states.\r\n
\r\n\r\n\r\nMiami resident Maurice Escobar, a conference participant, said, \"As the father of a deafblind daughter, this conference is important because it brings parents of deafblind children together as a community, and lets us know that we are not alone. We share similar experiences, learn from each other, and discover new resources to help us be the best possible parents to our children.\"\r\n
\r\n\r\n\r\nHighlighting the three-day meeting will be guest speakers from North and Central America who are deafblind themselves (some through special interpreters). The focus of discussions will be on advocacy for improved services for deafblind children, personal planning for the future of a deafblind child, and the challenges and solutions in raising and educating a deafblind child. Sessions will be conducted in English and Spanish.\r\n
\r\n\r\n\r\nThe meeting is made possible by the Hilton/Perkins Program (a partnership between the Conrad N. Hilton Foundation and Perkins School for the Blind in Massachusetts), and Foundation ONCE of Spain.\r\n
\r\n\r\n\r\nContact:\r\n
\r\n\r\n\r\nAnn Stingle
\r\n(617) 285-6324 (cell)
\r\n(305) 374-0000\r\n
\r\nRobert Guthrie
\r\n(617) 972-7339\r\n
\r\nFor Immediate Release:\r\n
\r\n\r\n\r\nSeptember 5, 2002, Watertown, MA - After nearly 18 months of research and development, Perkins School for the Blind has a new Web site that is equally available to people who are sighted and those who are blind, have low vision or other handicaps that make reading difficult. The breakthrough in Web design and navigation was accomplished by combining in new ways a variety of existing technologies, software and design applications such as Cascading Style Sheets (CSS) with a specially created database built specifically for the Perkins site. \r\n
\r\n\r\n\r\n“The Internet is a doorway to information for people who are blind or have low vision, so we’re extremely pleased that our Web site breaks new ground on the accessibility front,” said Kevin Lessard, the School’s director. “The Perkins Brailler and braille and talking books were once considered technological advances that enriched the lives of people who were blind or have low vision. The remarkable graphic design coupled with the programming of this site should be added to that list. All users will have un-compromised access to all of the same content,” he said.\r\n
\r\n\r\n\r\nThe site is a valuable tool for parents, teachers, health professionals and other caregivers as well as people who are blind and/or multihandicapped. Because Perkins works in more than 50 countries through its Hilton/Perkins International Program, the new site accommodates a broad spectrum of browsers and software programs making the site and its content equally accessible to people around the world, even to those with lower grade browsers. \r\n
\r\n\r\n\r\n“It is just as important to us that parents of blind children in Ghana or Venezuela can access information and Perkins’ resources as parents in Massachusetts or California,” said Lessard. “Even though we wanted our Web site to engage the latest technologies, the content had to be available everywhere in the world.”\r\n
\r\n\r\n\r\nThe Perkins site has already garnered high marks from Internet industry leaders including AAA Bobby Approval (top rating) and a AAA ranking from the World Wide Web Consortium (W3C) through its Web Accessibility Initiative (WAI). \r\n
\r\n\r\n\r\nNesnadny & Schwartz, a visual communications firm with offices in Cleveland, New York and Toronto, designed the Perkins Web site. The company initially worked with Perkins staff identifying and reviewing the Web sites of various schools and organizations that serve people who are blind or visually handicapped. They also consulted with outside organizations such as the Cleveland Sight Center and carefully followed accessibility recommendations established by the W3C. \r\n
\r\n\r\n\r\nThe Perkins site is receiving glowing praise from designers including Web pioneer Jeff Zeldman who wrote in his online newsletter The Daily Report, “For those who think accessibility and tasty graphic design don’t mix, Perkins School for the Blind is a fine-looking site that’s been carefully crafted to work for blind and low-vision readers (check the customization section). Designed with CSS and structured in XHTML, Perkins is fully compliant with WAI Guidelines and Section 508. Did we mention it also looks nice?”\r\n
\r\n\r\n\r\nNesnadny & Schwartz used CSS to construct pages for the Perkins Web site. Through the use of this technology, a “Customize this Site” feature was developed which allows users to adjust to larger type sizes or change the background color contrast from within the site. When a user customizes the site, the settings remain in place until modified by the user, regardless of how many times the computer may be turned off or on.\r\n
\r\n\r\n\r\nPerkins created its own Accessibility Committee comprised of Perkins staff, outside professionals and alumni who are either blind, have low vision or are sighted to help guide and review the design and programming process. According to Kim Charlson, director of the Perkins Braille & Talking Book Library and a member of the Committee, the School made a conscious decision to create one site for all users.\r\n
\r\n\r\n\r\n “The Internet has a profound effect on the lives of people who are blind and multihandicapped blind but we haven’t benefited from its full potential. Web sites traditionally take the ‘fork in the road’ approach in which people choose a graphics or text-only site. This usually results in people who are blind or visually impaired not being able to access all of the same information that sighted users can. Our Committee felt it was critical to create a site where everyone benefits from access to the same information – where everyone is equal,” said Charlson, who is herself blind.\r\n
\r\n\r\n\r\nAs a leader in educational services for the blind, deafblind and multihandicapped blind, Perkins is already planning expansion of the site. \r\n
\r\n\r\n\r\n“There is so much more that the School has to offer,” says Charlson. “We’re thinking of new ways the site can help patrons and potential patrons of the Perkins Braille & Talking Book Library get reading materials. Most of all, we want to be a model for complete accessibility to the Internet so that we can help people reach beyond their expectations.” \r\n
\r\n\r\n\r\nEstablished in 1829, Perkins was the first school in the U.S. for blind and deafblind students. The School is committed to helping children and adults who are blind, visually handicapped, deafblind, and multihandicapped reach their greatest possible independence.\r\n
\r\n\r\n\r\n','Web,site, website,accessible, accessibility, design,cascading,style,sheets,css, technology, technologies','September 2002',NULL); INSERT INTO perkins_news_ct VALUES (7,'2000-10-01','Perkins School For The Blind Initiates Nation\'s Only Girl Scout Troop For Deafblind Girls','\r\nFor Immediate Release:\r\n
\r\n\r\nBoston, October 24, 2000--The Perkins School for the Blind will inaugurate the nation\'s only Girl Scout troop solely for girls who are both deaf and blind at a special induction at 5:00 p.m. today. The seven new Girl Scouts will be inducted by the Patriots\' Trail Girl Scout Council in ceremonies that will be carried out in spoken word, sign language, tactile sign language, and individual hands-on materials at the Cedar Hill Girl Scout Camp, Beehive Cabin, in Waltham. \r\n
\r\n\r\n\"An essential part of the curriculum here at the Perkins School is to enrich the lives of our deafblind students by involving them in activities enjoyed by other children of their age group,\" said Kevin Lessard, director of the Perkins School for the Blind. \"Like the Girl Scouts, our mission is to empower young people to achieve their highest personal potential.\" \r\n
\r\n\r\nMary Hill Peters, a specialist in deafblind education at Perkins, conceived of the idea last spring while trying to work with a deafblind student on a nature-learning project. \"I thought scouting would provide an after-school activity that would not only develop the potential of the girls, but would allow them to participate in a normal grade school experience enjoyed by other girls,\" said Peters. \r\n
\r\n\r\n\"Our seven new scouts are looking forward to earning badges, outdoor exploration and a variety of other activities. Their first project will be picking vegetables for the local Food Pantry during the Holidays,\" she said. \r\n
\r\n\r\nConstantly looking for news ways to engage deafblind students in the everyday activities of their peers, The Perkins School for the Blind has long been an innovator in education for the blind, the deafblind and multi-handicapped. The most notable Perkins students include Helen Keller and her teacher, Annie Sullivan. \r\n
\r\n\r\n\"We are grateful for the support of the Patriots\' Trail Girl Scout Council for helping us make this reality. Through a partnership with them, we can offer these young girls an opportunity to experience something that is available to most girls their age\", said Lessard. \r\n
\r\n\r\nThe Perkins School for the Blind is the nation\'s first school for the blind and was chartered in 1829. For over 170 years the staff at Perkins have been providing quality services to students and other people who are blind, visually handicapped, deafblind and multi-handicapped. Perkins programs provide educational training opportunities for students from birth to 22 years of age and services for adults in residential, day and community-based programs. \r\n
\r\n\r\nThe Patriots\' Trail Girl Scout Council is among the ten largest Girl Scout councils in the nation, serving nearly 35,000 girls in Greater Boston. Patriots\' Trail Girl Scouts hail from diverse ethnic, linguistic, religious and socio-economic backgrounds and include girls of all abilities. In addition, the Patriots\' Trail community includes 9,800 adult volunteers, sixty-five professional staff members and a thirty-member volunteer board of directors.\r\n
\r\n\r\nContact:
\r\nAnn Stingle
\r\n(617) 285-6324\r\n
\r\nRobert Guthrie
\r\n(617) 972-7339\r\n
\r\nFor Immediate Release:\r\n
\r\nIncreasing Trends in Vision Impairment Prompt Library Expansion
\r\n\r\nWatertown, MA, October 5, 2000 - \"Although the Perkins School for the Blind\'s Braille and Talking Book Library provided services to 17,000 people last year, we know definitively that there are many, many more people in New England that could benefit from these services,\" says Kevin Lessard, director, Perkins School for the Blind, during today\'s unveiling ceremonies of the School\'s recently expanded Braille and Talking Book Library. \r\n
\r\n\r\nThe announcement is particularly timely given the rising trend of age-related vision impairments, including macular degeneration, as the \"baby-boomer\" generation moves into its elder years. As a result of this demographic shift, cases of macular degeneration will increase dramatically and are projected to take on epidemic proportions, according to the National Eye Institute, National Institutes of Health, Bethesda, MD.\r\n
\r\n\r\nMr. Henry Grunwald, former editor-in-chief of Time, Inc., former managing editor of Time magazine, and former United States Ambassador to Austria, is a featured speaker at the Perkins event. Diagnosed with macular degeneration in 1992, Mr. Grunwald will discuss his personal experiences with the disease which became the topic of his most recent book, Twilight: Losing Sight, Gaining Insight.\r\n
\r\n\r\nEstablished in 1931, the Perkins Braille and Talking Book Library serves approximately 17,000 patrons, ranging from the youngest at 7 months and the oldest at 113. Working on a mail-order system, nearly 500,000 recorded books and magazines and 16,000 braille books are circulated annually. As a part of the Library of Congress\' National Library Service for the Blind and Physically Handicapped, the Braille and Talking Book Library\'s services are free of charge to those who meet the federal eligibility requirements (visually or physically handicapped and unable to use standard printed materials). In recent years, however, the Perkins School has tracked a growing number of seniors among the Library\'s most frequent users.\r\n
\r\n\r\nOne of the Library\'s patrons is Earl Hutchinson, a man in his early 70s who is vision handicapped due to cataracts. \"Reading has always been a big part of my life,\" says Hutchinson. \"When my sight began to fail, the Talking Book Library was a resource I could rely on to help keep me in touch with the stories I enjoy.\"\r\n
\r\n\r\n\"The Library\'s free services can provide a comforting and enriching experience for those who are blind or are newly blind,\" says Lessard, \"but our research shows that we are only reaching a fraction of the people in this region who can benefit from our services. That\'s why the opening of the new Library is so important-we know that, given the increasing incidence of visual handicaps, our patron base stands to increase significantly over the next few years.\"\r\n
\r\n\r\nIn addition to providing books and magazines in braille format, the Library also provides Talking Books in the form of cassette tapes or records. Of the 35,000 books that are sent out each month, 1000 are records, 700 are in braille format and the remainder is on cassette tapes. The Talking Books are recorded in a four-track format that can only be used with specific equipment which the Library loans to its patrons. The new facility also features its own recording studios and offers classes in braille to those newly blind. Patrons who are partially sighted can review the catalog of available titles online at www.perkins.pvt.k12.ma.us. The Library is funded jointly by the Massachusetts Board of Library Commissioners, the National Library Services, and the Perkins School for the Blind.\r\n
\r\n\r\nMr. Grunwald will be the featured speaker during the School\'s first Discovery Series Dinner, which is designed also to showcase the expanded library, scheduled for this evening. Major corporate sponsors for the evening\'s event include the Boston Private Client Services Group of Lehman Brothers, Inc., Yawkey Foundation, and the Fiduciary Trust Company.\r\n
\r\n\r\nChartered in 1829, the Perkins School for the Blind is the oldest school for the blind in the United States. The Perkins School is responsible for the development of the Perkins Brailler, the primary tool for literacy among visually handicapped people. The Perkins School is also known as the home of Helen Keller, a strong advocate for the handicapped who was deafblind, and her teacher, Anne Sullivan. Through a variety of on- and off-campus programs, the Perkins School provides services to the blind, visually handicapped, deafblind and multi-handicapped blind in communities throughout the United States and around the world. \r\n
\r\n\r\nFor additional information, contact:
\r\nAnn Stingle
\r\n(202) 255-8319
\r\nRobert Guthrie
\r\n(617) 972-7339\r\n
\r\nFor Immediate Release:\r\n
\r\n\r\nU.S. Olympic runner Marla Runyan, one of America’s most beloved athletes, will be introducing the paperback release of her book No Finish Line: My Life As I See It during a special appearance and book signing at the downtown Boston Borders Bookstore Wednesday, Nov. 6 at noon. Her book, published by Penguin Putnam, chronicles how Marla became one the world’s elite distance runners despite the loss of her sight from a form of Macular Degeneration called Stargardt\'s Disease diagnosed at the age of nine. \r\n
\r\n\r\n\r\nMarla is the U.S. Women’s 5,000 meter champion who became an inspiration to millions during the 2000 Olympics in Sydney, Australia, where she finished 8th in the 1,500 meters Olympic finals -- the highest of any American woman in that event. In Boston, Oct. 14 Marla claimed the US Women’s 10K National Title by winning the Tufts Health Plan 10K. Marla is an Ambassador for Perkins School for the Blind and an education and literacy advocate for people who are blind, deafblind and multihandicapped blind. \r\n\r\n
','Marla, runyan, borders, bookstore, book, signing, no, finish, line,olympic, runner,stargardt\'s,disease.ambassador','November 2002',NULL); INSERT INTO perkins_news_ct VALUES (12,'2002-11-30','Historic Perkins School for the Blind Announces New President - Steven M. Rothstein to begin January 2003','\r\nFor Immediate Release:\r\n
\r\n\r\n\r\n\r\nSteven M. Rothstein has been named the President of Perkins School for the Blind, America’s first school established for the education of students who are blind or deafblind. The announcement concludes an intensive search process, which lasted nearly a year and was conducted by a committee that included members from the School’s Board of Trustees and Perkins staff members.\r\n
\r\n\r\n\r\n“We had several well-qualified candidates to consider for the position,” said C. Richard Carlson, Board Chairman. “Steven possesses a unique set of qualities and experiences we believe closely match the needs of Perkins as we enter the 21st century.” \r\n
\r\n\r\n\r\nRothstein will start January 1, 2003. He succeeds Kevin J. Lessard, President of Perkins who announced his retirement from the position last January. Board of Trustee, Janet James led the Search Committee.\r\n
\r\n\r\n\r\nFor the first several months, the new president will work closely with Lessard on transition details. After that, Lessard will focus on selected projects for Perkins, including further development of the institution’s international work.\r\n
\r\n\r\n\r\n“Perkins provides outstanding services to the community and beyond. My goal is to build upon the excellent work and accomplishments of Kevin Lessard and the staff,” said Rothstein. \r\n
\r\n\r\n\r\nRothstein has twenty-five years of management experience working in the nonprofit, for-profit and government sectors, and has an extensive background in organizations devoted to human, social and educational services. \r\n
\r\n\r\n\r\nAfter graduating from Williams College in 1978, Rothstein worked for the late US Senator Paul Tsongas on a variety of issues including human services, economic and job development. In 1979, he helped found the Citizen’s Energy Corporation, a nonprofit company that provided $35 million in energy and medical benefits to low income individuals and seniors nationally and internationally. In 1984 he received his master\'s degree in Business Administration from Northeastern University. \r\n
\r\n\r\n\r\nRothstein has served on the Commonwealth of Massachusetts Board of Education and a variety of local and regional educational organizations, including the Brookline Extended Day Advisory Program. For nine years, he was an Adjunct Assistant Professor at Boston University’s Graduate School of Management.\r\n
\r\n\r\n\r\nIn 1987, Rothstein was appointed by then Massachusetts Governor Michael Dukakis to be Assistant Commissioner for the Department of Mental Retardation. He had oversight responsibility for residential, educational, employment, transportation and medical services that benefit Massachusetts residents with mental retardation. \r\n
\r\n\r\n\r\nIn 1990, Rothstein left the department to establish Environmental Futures, a private consulting firm that worked with government agencies, nonprofits and companies on environmental projects. For the past two years, he has worked for Constellation NewEnergy as Managing Director of New England and Vice President. \r\n
\r\n\r\n\r\nRothstein will be the ninth head of Perkins School for the Blind.\r\n
\r\n\r\n\r\n“Steven’s background and his experience managing complex organizations made him an ideal selection for this post,” said Perkins’ Carlson. “The vision and energy of current President, Kevin J. Lessard have enabled Perkins to strengthen its core programs here on the Massachusetts campus and to expand services to children and parents nationally and internationally. We are certain that Steven will continue the tradition that Kevin and his predecessors have established.” \r\n
\r\n\r\n\r\nPerkins School for the Blind, founded in 1829, extends its educational and rehabilitative expertise for the benefit of the blind, deafblind and multihandicapped blind worldwide in order that all individuals may realize their potential and maintain their independence, no matter what age.\r\n
\r\n\r\n\r\n\r\n\r\n','director, president, rothstein, lessard, kevin, steven,leader, leadership,janet,james,citizen\'s,citizens,energy,richard, carlson','November 2002',NULL); INSERT INTO perkins_news_ct VALUES (13,'2003-02-11','Perkins School for the Blind Students Invited to Special Screening of “Daredevil,” the New Action Film Featuring Ben Affleck as a Blind Superhero\r\n','\r\nFor Immediate Release:\r\n
\r\n\r\n\r\nStudents and teachers from Perkins School for the Blind will be on hand February 13 for a special screening of Boston native Ben Affleck’s new movie, “Daredevil” about a blind action hero. Perkins, based in Watertown, was America’s first school established for students who are blind and deafblind. \r\n
\r\n\r\n\r\nBased on a Marvel Comics character, “Daredevil” is the story of lawyer Matt Murdock, played by Ben Affleck, who turns into a crime fighter when an accident leaves him blind but heightens his other senses. The Perkins students will not only be able to hear about the crime fighter’s adventures, but “see” it, with the audio description service available at the AMC Fenway theater that narrates visual images and art forms, providing them with a realistic movie experience. The movie’s official opening is February 14.\r\n
\r\n\r\n\r\n“This is the first time that Perkins School for the Blind has been a special guest at the movies,” said Steven Rothstein, President, Perkins School for the Blind. “We are very excited to be treated to our own “sneak peek” and to celebrate a super hero who is truly special to our students.”\r\n
\r\n','daredevil,film,ben,affleck, blind,superhero,screening','February 2003',NULL); -- -- Table structure for table 'perkins_section_meta' -- CREATE TABLE perkins_section_meta ( id int(11) NOT NULL auto_increment, section_name varchar(128) NOT NULL default 'test', keywords text, abstract text, rank int(11) NOT NULL default '0', parent_area varchar(64) NOT NULL default 'test', template_name varchar(64) NOT NULL default 'default', tier varchar(64) NOT NULL default '', colorpref varchar(64) NOT NULL default '', layoutpref varchar(64) NOT NULL default '', photo varchar(64) default NULL, photo_caption varchar(255) default NULL, photo_alt varchar(255) default NULL, PRIMARY KEY (id), UNIQUE KEY section_name (section_name,parent_area) ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_section_meta' -- INSERT INTO perkins_section_meta VALUES (15,'The Story','Story, Helen, Keller, Teacher, Anne, Mansfield, Sullivan, My, Life, Blind,\r\nDeaf, Blind, Deafblind, Deaf-blind, Tuscumbia, Alabama, Kate, Adams, Arthur,\r\nHearing, Speech, Sight, Sense, Senses, Communicate, Family, Parent, Parents,\r\nAlexander, Graham, Bell, Perkins, School, Charles, Dickens, American ,\r\nNotes, Laura, Bridgman, Educated, Director, Michael , Anagnos, Miracle,\r\nBoston, Cambridge, School, Young, Ladies, Radcliffe, College , Graduation,\r\nJohn, Albert, Macy, Publish, Lecture, Polly, Thompson, Autobiography,\r\nAutobiographies, Midstream, Late\r\n','',1,'Helen Keller','section','','','','keller_statue','Helen Keller tactually explores a statue at Perkins School for the Blind.','Helen Keller tactually explores a small statue at Perkins School for the Blind.'); INSERT INTO perkins_section_meta VALUES (18,'Diagnostic Evaluations / Admissions','Students, Student, Diagnostic, Evaluations, Evaluation, Admissions, Admission, Parents, Parent, Blind, Visually, Handicapped, Deaf, Blind, Deafblind, Deaf-blind, Multi, Multi-handicapped, Children, Child, Learn, Abilities, Needs, Need, Educational, Education, Program, Applying, Apply, Enrolled, Enroll, Public, School, Settings, Setting, comprehensive, Ages, Age, Special, Education, Clinical, Needs, Need, Team, Approach, Staff, Member, Assessing, Assess, Expertise, Testing, Test, Natural, Setting, Lunch, Recess, Information, Ideas, Idea, Consensus, Recommendations, Recommendation, child, Profile, Strengths, Strength, Teachers, Teacher, Tools, Tool, Learning, Experience','',3,'Students','section','','','','wheelchair_child01','Approximately 50 children come to Perkins every year for a diagnostic evaluation.',''); INSERT INTO perkins_section_meta VALUES (19,'On Campus','Students, Student, On, Campus, Programs, Program, Secondary, Residential, Day, Teachers, Teacher, Clinicians, Clinician, Support, Staff, Peers, Peer, Child, Independence, Customized, Educational, Education, Preschool, Lower, Schools, School, Deaf, Blind, Deaf-blind, Deafblind, Skills, Skill, Building, Skill-building, Activities, Physical, Therapy, Pre, Vocational, Pre-vocational, Training, Independent, Living, Academic, Classes, Class, Accredited','',1,'Students','section','','','','oncamp','Outdoor walkway at Perkins School for the Blind.','An aerial view of students heading to class from the cottages.'); INSERT INTO perkins_section_meta VALUES (21,'Off Campus','Students, Student, Off, Campus, Programs, Program, Services, Service, Communities, Cape, Cod, Western, Massachusetts, Outreach, Perkins, Elders, Elder, Adults, Adult, Parents, Parent, Infants, Infant, Supportive, Support, Network, Children, Child, Vision, Professionals, Professional, classroom, Teachers, Teacher, Care, Providers, Provider, Medical, Family, Members, Member, Benefit, Annual, Conferences, Conference, workshops, workshop, In-service, Training, Sessions, Session, School','',2,'Students','section','','','','offcampus_work','A student learning work skills at his vocational placement in a local restaurant.','A cook at the Pillar House restaurant shows a sprig of parsley to a teenage male student with low vision at his vocational placement.'); INSERT INTO perkins_section_meta VALUES (17,'Frequently Asked Questions','Helen, Keller, Frequently, Asked, Questions, Teacher, Anne, Sullivan, Deaf,\r\nBlind, Deafblind, Deaf-blind, Communicate, School, Famous, Cause, Causes,\r\nCharity, Charities, Advocate, Award, Awards, Learn, Vision, Hearing,\r\nHandicapped, Speech, Speeches, Conrad , Hilton, Tuscumbia, Alabama, Captain,\r\nArthur, Kate, Phillips, Brooks, Mildred, North, Alabamian, Fever,\r\nEncephalitis, Express, Manual, Alphabet, Finger, Spelling, Braille, Raised,\r\nType, Print, Block, Letters, Read, Lips, Skill, Skills, Companion, Trachoma,\r\nContagious, Conjunctivitis, Perkins, School, Cambridge, Young, Ladies ,\r\nRadcliffe, College, First, Awarded, Honorary, Degree, Degrees, Education,\r\nPublished, Book, Books, Lecturing, Lobby, Lobbying, Deliverance,\r\nUnconquered, Issue, Issues, Friend, Friends, Mark, Twain, Alexander, Graham,\r\nBell, Advocate, Kindergarten, Tommy , Stringer, Law, Laws, State, Program,\r\nPrograms, Job, Training, Placement, Award, Awards, Polly, Thompson,\r\nWinifred, Corbally, Article, Articles, Essay, Essays, Autobiography,\r\nAutobiographies, Biography, Story, My, Life, Midstream, Later, Optimism,\r\nWorld, Live, Song, Stone, Wall, Out, Dark, Religion, Peace, Eventide,\r\nScotland, Keller\'s, Journal, Let, Us, Have, Faith, Open, Door, Joseph, Lash,\r\nDorothy, Herrmann, Miracle, Worker, Bancroft, Patty, Duke\r\n','',2,'Helen Keller','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (23,'Howe Press / Perkins Brailler','','',5,'Students','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (24,'Braille and Talking Book Library','','',6,'Students','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (25,'New England Center Deafblind Project','Students, Student, New, England, Center, Deaf, Blind, Deafblind, Deaf-blind, Services, Service, projects, project, Perkins, Campus, Parents, Parent, children, Assists, Assist, Families, Connecticut, Maine, New , Hampshire, Massachusetts, Informational, Information, Workshops, Workshop, Newsletters, Newsletter, Teachers, Teacher, Individual, Needs, Need, birth, Years, Year, access, Issues, Issue, Plan, Develop, Developmental, Development, Assistive, Device, Center, Adapted, Furniture, Learning, Centers, Center, toys, toy, Agencies, Training, Session, Library, Articles, Article, Videos, Video, Books, Book, Assessment, Tools, Tool, Professionals, Professional, Caregivers, Caregiver, Funded, US, Department, Education, Special , Discretionary, Funds, Fund, Web, Site, NEC','',4,'Students','section','','','','treadmill01','The New England Center helps almost 400 deafblind children, young adults and families.',''); INSERT INTO perkins_section_meta VALUES (27,'Address / Phone / Email','Contact, Us, Perkins, School, Address, Phone, Email, Main, Switchboard, Department, Departments, Braille, Talking, Book, Library, Business, Office, Community, Living, Deafblind, Development, Diagnostic, Evaluations, Admissions, Hilton, Perkins, Howe, Press, Infant, Toddler, Lower, Outreach, Satellite, Personnel, Recruiter, Preschool, Publications, Public, Relations, Samuel, Hayes, Research, Secondary, Vision, Rehabilitation, Low, Clinic, Volunteer, Volunteers, educational, leadership, program, programs, elp, hilton/perkins, telephone,president','',1,'Contact Us','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (28,'Visit','Contact, Us, Perkins, School, Visit, Tour, Tours, Schedule, Scheduled, Campus, General, Public, Professional, Professionals, Student, Students, International, Visitor, Visiors, Guides, Group, Groups, Parent, Parents, Child, Diagnostic, Evaluations, Admissions, Spokesperson, Jaimi, Lard, Off, Campus, Presentation, Presentations, Directions, Car, Massachusetts, Turnpike, I, 90, Watertown, Galen, Street, North, Beacon, Street, Square, Beechwood, Avenue, Parking, Lot, Building, Howe, Tower, Public, Transportation, Green, Red, Line, Boston, Route, 20, travel, time, central, square, Cambridge,map,campus,download,driving,direction,directions','',2,'Contact Us','section','','','','tower01','Visitors to Perkins should check in with the Switchboard in the Howe Building.',''); INSERT INTO perkins_section_meta VALUES (29,'Volunteer','help, volunteer, donation','',3,'Contact Us','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (30,'Financial Support','','',4,'Contact Us','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (31,'Frequently Asked Questions','Volunteer, Volunteers, Program, Programs, Experience, Position, Positions, Perkins, Time, Commitment, Apply, Campus, Background, Check, Checks, Assignment, Assignments, Student, Students, Community, Retiree, Retirees, Elder, Elders, Infant, Infants, Orientation, Session, In, service, Training, Community, based, Senior, Seniors, Administrative, Clerical, Support, List, School, Need, Request, Application, Schedule, Interview, Off, campus, Daily, Living, Activities','',2,'Volunteer','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (100,'Thomas H. Perkins Society','Financial, Support, Thomas, Perkins, Society, Colonel, Handasyd, Family, Home, School, Legacy, Giving, Gift, Gifts, Planned, Opportunity, Opportunities, Support, Donation, Charitable, Deduction, Tax, Benefit, Benefits, Attorney, Program, Programs, Ursula, Turano, Information, Donor, Donors, Bequeathing, Money, School, Will, Wills, Securities, Assets, Guaranteed, Income, Bequest, Bequests, Transfer, Friends, Beneficiary, Investment, Federal, Government, Unlimited, Estate, Tax, Cash, Property, Annual, Income, Payment, Donate, Donating, Charitable, Annuity, Remainder, Trusts, Marketable, Plan, Life, Trust, Bank, Advisor, Trustee,planned,giving','',2,'Financial Support','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (33,'Opportunities','job, jobs, employee, employment','',1,'Employment','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (34,'Testimonials','Perkins, Forum, Testimonials, Communicate, Staff, Parents, Parent, Program, Programs','',1,'Perkins Forum','section','','','','artwork01','Art is a means of expression for many Perkins students.',''); INSERT INTO perkins_section_meta VALUES (102,'Howe Press History','Howe, Press, Perkins, Braille, Brailler, History, Dr., Samuel, Gridley, Howe, First, Director, Blind, Read, Visually , Handicapped, World, Books, Book, Challenge, School, United, States, Shortage, Embossed, Emboss, Cost, Raised, Letters, Letter, Printing, Print, Department, Campus, Students, Student, Boston, Line, Type, Typeface, Writing, Communication, Gabriel, Farrell, David, Abraham, Accessible, Experience, Factory, England, Prototype, Produced, Alternative, Standard, Model, World, Worldwide, Manufactured, Manufacture, Machines, Machine, Watertown, Site, Assembly, Plants, Plant, India, South, Africa, Sold, Countries, Tool, Literacy','',2,'Howe Press/Perkins Brailler','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (36,'Service Eligibility Guidelines','Available, materials, Braille, Talking, Book, Library, Service, Eligibility, Guidelines, register, services, print, download, application','',2,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (98,'Special Music Services','Braille, Talking, Book, books, Library, Services, Service, Music, Materials, large print, cassette, format, formats, patrons, National Library Service, Blind, Physically Handicapped, NLS, Library of Congress, Collection,, Books, Score, Scores, Instructional, Recording, Recordings, Magazine, Magazines, Audio, Registered','',7,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (99,'Bibliographies and Catalogs','Braille, Talking, Book, books, Library, Catalog, catalogs, Bibliographies, Registered, Patrons, Books, book, Magazines, magazine, Request, Formats, large print, cassette, reading, materials, published, collection, titles, Library of Congress, Subject, borrowers','',8,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (37,'Frequently Asked Questions','Braille, Talking, Book, Books, Library, Information, Materials, Service, Services, Lending, Loan, Tape, Player, Players, Equipment, Patron, Patrons, Borrow, Student, Students, Hospital, Nursing, Home, Internet, Reading, Playback, Eligible, Readers, Print, Library, Congress, National, Library, Blind, Physically, Handicapped, Agencies, Collection, Volumes, Fiction, Non-fiction, Magazine, Magazines, Free, Subscription, Subscriptions, Catalog, Catalogs, Topics, Formats, Registered, Commissioners, Matter, Mailing, Mailings, Turnaround, Search, Checked, Out, Returned, Four-track, Narration, Accessories, Headphones, Pillowphone, Extension, Levers, Remote, Control, Amplifier, Borrow, Request, Requests, List, Unabridged, Classics, Biographies, Inter-library, Damaged, Postage, Reference, Information, Accessible, Librarian, Summer, Program, Document, Documents, Referral, American, Disabilities, Act, ADA, Hold, Machine, Database, Deposit, Online, Public, Access, OPAC, Title, Author, Media, User, ID, Password','',9,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (38,'Listing','collateral, brochure, report, Publication, publications, listing, information, resource, resources, Activity, Guide, handbook, teacher, teachers, parent, parents, Blind, Visually Impaired, Students, Educational, service, guidelines, activities, instruction, instructional, Classroom, Collaboration, guide, knowledge, competencies, Learners, Deafblind, Paraprofessionals, Early Intervention, educational, professionals, professional, Empowerment, organizations, reference, advocacy, materials, services, Horticulture, Therapy, Brochure, curriculum, photographs, illustrations, Celebration, Grandparenting, visual impairments, grandparents, family, chapters, issues, Remarkable, Conversations, Congenital, Rubella, Syndrome, Health Care, Challenges, health, service, providers, medical, issues, Spanish, Communication, Suggestions, Learning, environment','',1,'Publications','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (40,'Download','Download, publications, Adobe, Acrobat, Reader, Free, 2001 Perkins School for the Blind, Annual, Report, Lantern, Viewbook','',2,'Publications','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (41,'About Braille','Howe, Press, Perkins, Braille, Brailler, Standard, Reading, Writing, System, Blind, Sighted, Teachers, Teacher, Legible, Alphabet, Codes, Code, Community, Frenchman, Louis, Student, School, Paris, Night, Night-writing, Captain, Charles, Barbier, Cell, Raised, Dots, Dot, Fingertip, Touch, Letters, Letter, numbers, number, Punctuation, Marks, Mark, Math, Music, Systems, System, Opportunity, Write, Paper, Slate, Stylus, Braille-writing, Machines, Machine, Printing, Pen, Pencil, Guide, Metal, Plastic, Writer, Modified, Typewriter, Keyboard, Keys, Symbols, Symbol, Official, U.S., Invention, David, Abraham, Teacher, Portable, Alternative, Traditional, Standard, Prototype, Brailling, Country, World, Adapted, Language, Critical, Skills, Skill, Unemployed, Literate, Jobs, Job','',1,'Howe Press/Perkins Brailler','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (106,'Worldwide Locations','International, Programs, Program, Services, Service, World, Worldwide, Locations, Location, Request, Assistance, Assist, Staff, Members, Member, Contacted, Contact, Central, Offices, Office, Hilton, Perkins, Michael, Collins, Cafer, Barkus, Educational, Education, Leadership, Dennis, Lolli, Eastern, Europe, Stephen, Perreault, Latin, America, Marianne , Riggio, Asia, Pacific, National, Technical, Assistance, Aubrey, Webson, Africa, Caribbean, Regional, Representative, Kirk, Horton, Thailand, Spanish, Language, Argentina, Graciela, Ferioli, Website, Web, Site','',4,'International Programs','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (44,'Calendar','Calendar, Recess, Holiday, Class, Classes, Seminar, Brunch, Festival, Track, Meet, Recognition, Handbell, Meeting, Reception, Graduation, Assembly, Exercises, Luncheon, Alumni, Weekend, Registration, Banquet, Summer, Program','',1,'What\'s New?','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (45,'Conferences','Conferences, events, dates','',2,'What\'s New?','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (46,'New Publications','publications','',3,'What\'s New?','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (47,'Perkins in the News','news, perkins','',4,'What\'s New?','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (48,'Employment','Employment, jobs, positions','',5,'What\'s New?','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (49,'Volunteer','Volunteer, job','',6,'What\'s New?','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (50,'Mission','About, Us, Mission, Statement, Perkins, Independence','',1,'About Us','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (51,'President\'s Message','About, Us, Perkins, Director, Director\'s, Message, Kevin, Lessard, Student, Students, Services, Braille, Talking, Book, Library, Education, Hilton/Perkins, Program,hilton,perkins, president,president\'s,elders,leader,opportunity, opportunities,leadership,steve,steven,rothstein','',2,'About Us','section','','','','StevenR','Steven M. Rothstein, President, Perkins School for the Blind','President, Steven M. Rothstein is the ninth head of Perkins.'); INSERT INTO perkins_section_meta VALUES (52,'President\'s Biography','About, Us, Perkins, Director, Director\'s, Biography, Kevin, Lessard, School, Director, Leadership, Services, Education, President, president\'s,citizen, citizens, citizen\'s,energy,corporation, nonprofit,non-profit,charitable,corporations,organization,northeastern,university,department,mental,retardation,commonwealth,massachusetts,community,leader,mission,steve,steven, rothstein','',3,'About Us','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (111,'Conferences','conferences, events, dates, new','',2,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (53,'History','About, Us, History, Education, Independence, Julia, Ward, Howe, Samuel, Gridley, Founding, Found, Founded, School, Perkins, Blind, Laura, Bridgman, Helen, Keller, Dr., Dr, John, Fisher, Director, Thomas, Charles, Dickens, Kate, Adams, Hayes, Library, Michael, Anagnos, Anne, Sullivan, Watertown, Hayes-Binet, Hayes, Binet, Test, Braille, Talking, Book, David, Abraham, Brailler, Conrad, Hilton, Foundation, Hilton/Perkins, Outreach, Elders, Program, Programs, Infant, Toddler, Infant/Toddler, Diagnostic, Service, Services, Satellite, Office, Offices','',4,'About Us','section','','','','1829','Thomas Handasyd Perkins\' house.','A historical drawing of Thomas Handasyd Perkins house, which served as Perkins campus until the school moved to South Boston in 1839.'); INSERT INTO perkins_section_meta VALUES (54,'Customize this Site','About, Customize, Site, Accessible, Educational, View, Text, Color, Size, Preference, Preferences, Validation, Validations, Accessibility,\r\nDevelopment, Function, Visitor, Visitors, Operation, Suggestion,\r\nSuggestions, Improvement, Idea, Ideas, Feedback, Choose, Scheme, White, Black, Background, Default, Combination, Larger, Largest, Small','',1,'About This Site','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (55,'Accessibility Policy Statement','About, Site, Accessibility, Policy , Statement, Accessible, Philosophy,\r\nTechnology, User, Users, Goal, Goals, Special , Need, Needs, Access,\r\nApplication, Applications, Technologies, Layout, Method, Cascading , Style,\r\nSheets, CSS, Design, Compatible, Device, Software, Display, Displaying,\r\nContent, Information, www.Perkins.org, Audio, Browser, Browsers, Text, Only,\r\nText-Only, Screen, Reading, Screen-Reading, Zoom, Text-zoom, Page, Pages,\r\nBobby, Access-validation, Validation, Web, Initiative, Change, Changes,\r\nNonstandard, Nonstandards, Compliant, Nonstandards-compliant, Enhancement,\r\nEnhancements, Advocate, Advocates, Link, Links, External, Enabling, Program, Programs, Readjust, Requirement, Requirements, www.w3.org/WAI, WAI,','',2,'About This Site','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (56,'Privacy Statement','About, Site, Sites, Privacy, Statement, Web, Policy, Link, Links,\r\nNon-Perkins, Perkins, Design, Designed, Email, Contact, Webmaster, Access,\r\nOnline, Instruction, Instructions, User, Users, Survey, Surveys, Content,\r\nCustomize, Customization, Setting, Identify, Host, Cookie, Cookies, Hard,\r\nDrive, Browser, Browsers, Help, System, Systems, Feature, Features, Toolbar,\r\nDisable, Track','',3,'About This Site','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (57,'Statement on Outside Links','About, Site, Statement, Statements, Outside, Link, Links, Internal,\r\nExternal, User, Users, JAWS, Software, Information, Collect, Policy,\r\nPrivacy, Collection, Practice, Practices, Accuracy, Linkage, Viewer,\r\nViewers, Question, Questions, Feedback','',4,'About This Site','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (103,'Mission','International, Programs, Program, Mission, Improve, Quality, Life, Children, Child, World, Worldwide, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Youth, Families, Educational, Education, Opportunities, Hilton, Perkins, Leadership, Expertise, Resources, Resource, Services, Service, United, States, Africa, Asia, Caribbean, Eastern, Europe, Latin, America, Russia','',1,'International Programs','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (104,'Goals','International, Programs, Program, Goals, Goal, Hilton, Perkins, Developing, Develop, Educational, Education, Support, Services, Service, Handicapped, Multi, Multihandicapped, Children, Child, Regional, Network, Providers, Provider, Families, Regions, Region, help, Consultation, Local, Expertise, Training, Train, Supports, Support, Publications, Publication, Professionals, Professional, Parents, Parent, Committed, Public, Awareness, Value, Youth','',2,'International Programs','section','','','','international01','Many programs have been developed for deafblind children in India.',''); INSERT INTO perkins_section_meta VALUES (105,'International Services','International, Programs, Program, Services, Service, Teachers, Teacher, Education, Activities, Professionals, Professional, Hilton, Perkins, Staff, Training, Train, Courses, Course, Local, Community, Schools, School, Working, Children, Child, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Educational, Leadership, Leaders, Leader, Trainers, Trainer, Special, Campus, Members, Member, Visit, Consulting, Consult, Educators, Educator, develop, Specialists, Specialist, Parents, Parent Region, Serve, Resource, University, Level, University-level, Translation, Articles, Article, Literature, Researching, Research, Writing, Publications, Publication','',3,'International Programs','section','','','','nophoto','',''); 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INSERT INTO perkins_section_meta VALUES (68,'Elders','','',2,'Outreach','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (69,'Conferences','Conferences','',1,'Professional','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (70,'Publications','Publications','',2,'Professional','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (71,'Howe Press / Perkins Brailler','Howe Press, Perkins Brailler','',3,'Professional','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (72,'Braille and Talking Book Library','Braille,Talking Book Library','',4,'Professional','section','','','','nophoto','',NULL); INSERT INTO perkins_section_meta VALUES (73,'Samuel P. Hayes Research Library','Professional, Samuel, Hayes, Research, Library, Nonmedical, Medical, Aspects, Aspect, Blindness, Deafblindness, Deaf-blindness, Collection, Perkins, Community, Books, Book, Pamphlets, Pamphlet, Journal, Articles, Article, Newspaper, Clippings, Clipping, Conference, Reports, Report, Web, Sites, Site, Websites, Website, Catalog, Resource, Perkins, Community, Archives, Archive, Historical, Material, Photographs, Photograph, Papers, Paper, School, Directors, Director, Examples, Example, Writing, Systems, System, Boston, Linetype, Line, Type, Embossed, Raised, Dot, Point, Braille, Code, Nella, Braddy, Henney, Correspondence, Helen, Keller, Anne, Sullivan, Macy','',5,'Professional','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (107,'Domestic Services','International, Programs, Program, Services, Service, Domestic, Hilton, Perkins, Staff, Activities, United, States, Parents, Parent, Teachers, Teacher, Organizations, Organization, professionals, professional, Children, Child, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Expertise, Needs, Need, Infants, Infant, School, School-aged, Aged, Age, Young, Adults, Adult, Transitioning, Transition, Data, Develop, Curriculum, Literature, Materials, Material, Dissemination, Nationally, National, Internationally, Resources, Resource, Information, DB-LINK, DB, LINK, Clearinghouse, Deafblindness, Deaf-blindness, Project','',6,'International Programs','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (108,'Domestic Locations','International, Programs, Program, Domestic, Locations, Location, Learn, Services, Service, Hilton, Perkins, United, States, Contact, Michael, Collins, Stephen, Perreault, Parent, Support, Marianne, Riggio, Early, Intervention','',7,'International Programs','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (101,'Corporate Matching Gifts','Corporate, Matching, Gift, Gifts, Financial, Support, Company, Companies, Organization, Organizations, Employer, Contribution, Invest, Program, Programs, Contribute','',3,'Financial Support','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (84,'Program Supervisors','Program Supervisors, Perkins Staff, Bios, Biographies, Qualifications','',5,'About Us','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (92,'Related Links','Braille, Talking, Book, books, Library, related, links, agencies, Organizations, Library, Literacy, Information, Resources, Readers, Web sites, National Library Service, Blind, Physically Handicapped, Library, Congress, Union Catalog, Braille, Recorded, Materials, Recording, Blind, Dyslexic, Massachusetts, Board, Commissioners, Disability, Resources, CINID, Disability Exchange, Community Information Network Individuals Disabilities','',10,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (85,'Available Materials','Available, materials, Braille, Talking, Book, Library, recorded, titles, magazines, magazine, patrons, catalog, talking, books, request, Braille, books, registered, topics, National Library Service, Blind, Physically Handicapped, NLS, Library of Congress, music, Material, score, scores, instructional, cassettes, cassette, Bibliographies, Collection','',1,'Braille and Talking Book Library','section','','','','readingbraille01','Perkins Braille and Talking Book Library serves over 16,000 patrons annually.',''); INSERT INTO perkins_section_meta VALUES (109,'Training for Professionals','training, professionals, teaching, learning','',6,'Professional','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (86,'Forms and Applications','Braille, Talking, Book, books, Library, Forms, form,Applications, application, Service, Magazine, Order, form, download, PDF, format, Adobe Acrobat, Requested, request','',3,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (95,'Playback Equipment','Braille, Talking, Book, books, Library, playback, equipment, machines, machine, loaned, loan, eligible, free, Cassette, Tapes, four-tracks, players, accessories, equipment, amplifiers, breath switches, extension levers, headphones, headphone, readers, pillow speakers, remote control units, download','',4,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (96,'Reference Services','Braille, Talking, Book, books, Library, Reference, services, librarian, patron, patrons, questions, requests, information, researched, research, borrower, large print','',5,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (97,'Library Services for Students','Braille, Talking, Book, books, Library, Services, Service, unabridged, Classics, Biographies, Fiction, non-fiction, books, magazines, materials, eligible, inter-library loan, cassette, request, registered, patrons, search, summer, reading, program, friends','',6,'Braille and Talking Book Library','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (87,'Weekends / Vacation','','',4,'Outreach','section','','','','spacecamp01','Every year, Perkins Outreach Program sends high school students to Space Camp in Alabama.',''); INSERT INTO perkins_section_meta VALUES (88,'Summer Programs','Outreach, Summer, Programs, Program, Services, Service, Public, School, Children, Child, Blind, Visually, Handicapped, Campus, Elementary, Event, School-age, Age, Socialization, Basic, Daily, Living, Skills, Skill, Training, Train, Community, Exploration, Recreation, Activities, Physical, Education, Outdoor, Adventures, Adventure, Games, Game, Cooking, Crafts, Craft, Music, Drama, Swimming, Field, Trips, Trip, Horseback, Riding, Water, Sports, Sport, Dealing, Present, Preparing, Future, Teens, Teen, Intensive, Skills-training, Personal, Care, Home, Management, Orientation, Mobility, Food, Preparation, Money, Communication, Peers, Peer, Recreational, Goals, Goal, Self, Self-awareness, Self-confidence, Confidence, Awareness, Young, Adults, Adult, Tools, Tool, Independent, High, Students, Student, Employment, Sampling, World, Work, Weeks, Week, Paid, Job, Experience, Community, Staff, Placement, Coach, Seminars, Seminar, Resume, Writing, Interviewing, Interview, Career, Development, Topics, Topic, Supervised, Apartment, Meal, Household','',5,'Outreach','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (117,'Howe Press Catalog','Howe, Press, Perkins, Braille, Brailler, Reading, Writing, Tools, Tool, Blind, Visually, Handicapped, Communication, History, About, Products, Product, Manufactured, Manufacture, Online, Product, Catalog','',3,'Howe Press/Perkins Brailler','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (120,'Samuel P. Hayes Research Library','','',7,'Students','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (89,'Training for Professionals','Outreach, Training, Train, Professionals, Professional, Services, Service, Conferences, Conference, Development, Workshops, Workshop, In, In-service, Courses, Course, Summer, Institute, Vision, Early, Intervention, School, Teachers, Teacher, Elder, Elder-care, Care, Providers, Provider, Medical, Community, Resources, Resource, Parents, Parent, Family, Members, Member, Programs, Program, On, Off, Campus, Off-campus, Topics, Topic, Needs, Need, Advisory, Committee, Visually, Handicapped, Orientation, Mobility, Instructors, Instructor, Counselors, Counselor, Children, Child, Blind, Week, Lectures, Lecture, Panel, Discussions, Discussion, Hands-on, Experience, Graduate, Credit, University, Massachusetts, Boston','',6,'Outreach','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (90,'Satellite Programs','Outreach, Satellite, Programs, Program, Contracts, Contract, School, Districts, District, Early, Intervention, Providers, Provider, Services, Service, infants, infant, Toddlers, Toddler, age, School-age, Children, Child, Parents, Parent, Teachers, Teacher, Western, Massachusetts, Cape, Cod, Islands, Island, Expertise, Local, Communities, Teaches, Orientation, Mobility, Instructors, Instructor, Specialized, Education, Evaluations, Training, Train, Activities, Daily, Living, Learning, Media, Assess, Assessments, Assessment, Braille, Instruction, Sensory, Awareness, In, In-service, Consultation, Information, Referral, Hyannis, Office, Resource, Center, Adaptive, Materials, Material, Tools, Tool, Assistive, Technology, Loans, Loan, clients, client, playback, Machines, Machine, braille, Talking, Book, Library','',3,'Outreach','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (112,'Publications','annual reports, lantern, viewbook','',3,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (93,'Making a Donation','donating, donate, donation, donations','',1,'Financial Support','section','','','','horticulture01','The consistent support of donors makes it possible for Perkins to help thousands of people reach beyond expectations.',''); INSERT INTO perkins_section_meta VALUES (94,' Volunteer Opportunities','Opportunities, help, job','',1,'Volunteer','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (113,'Visit','map, location, directions','',4,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (114,'New England Center','','',5,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (115,'Howe Press / Perkins Brailler','','',6,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (116,'Braille and Talking Book Library','','',7,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (121,'Samuel P. Hayes Research Library','','',8,'Parents','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (122,'Board of Trustees and Officers','Board, Trustee, Trustees, Officer, Officers, President, Richard Carlson,Vice, Presidents, Linda, DiBenedetto, Dudley, Willis, Secretary, Bill, William, Lowell, Treasurer, Gilman, Gimmy, Nichols,\r\nCharles, Platt , Frederic, Clifford, Edwards, Albert, Gayzagian, Loretta, Warner, Holway, Janet, Burrows, James, Cheever, Andrea, Lamp, Peabody, Brinton, Woodward, Pete,Brenda, Furlong,chairman,chairwoman,vice\r\n','',6,'About Us','section','','','','nophoto','',''); INSERT INTO perkins_section_meta VALUES (123,'Educational Leadership Program','Educational, Leadership, Program, training, trainings, special, educator, educators, education, international, course, courses, lecture, lectures, teaching, teacher, teach, teachers, professional, professionals, ELP, ELPS, Cafer, Barkus','',5,'International Programs','section','','','','nophoto','',''); -- -- Table structure for table 'perkins_section_parts' -- CREATE TABLE perkins_section_parts ( section_name varchar(128) NOT NULL default '', parent_area varchar(64) NOT NULL default '', fieldname varchar(64) NOT NULL default '', value longtext ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_section_parts' -- INSERT INTO perkins_section_parts VALUES ('test test','What\'s New?','content','i am a test. so there. where\'s the beef?\r\n'); INSERT INTO perkins_section_parts VALUES ('test test','About This Site','content','i am a test. so there. where\'s the beef?\r\n'); INSERT INTO perkins_section_parts VALUES ('test test','Perkins Forum','content','i am a test. so there. where\'s the beef?\r\n'); INSERT INTO perkins_section_parts VALUES ('Product Catalogue','Howe Press/Perkins Brailer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('foo test','Braille and Talking Book Library','content','hi mom... it\'s gotten so i can\'t feel my very own pulse.'); INSERT INTO perkins_section_parts VALUES ('On Campus Programs','Students','intro','“Perkins has helped me come out of my shyness. I like being a social butterfly.” \r\n\r\n-Student in Perkins’ Secondary Program \r\n'); INSERT INTO perkins_section_parts VALUES ('On Campus Programs','Students','content','Over 200 students populate Perkins’ residential and day programs, thriving on the guidance of an exceptional interdisciplinary team of highly trained teachers, clinicians, residential and support staff as well as benefiting from interaction with peers. \r\n
\r\nCommitted to developing each child’s maximum level of self-reliance and independence, Perkins’ teaching staff design a customized educational program for each student. Through Perkins’ Preschool, Lower School, Secondary School and Deafblind Programs, students experience a wide range of skill-building activities, ranging from physical and language therapy to pre-vocational training and independent living skills. Enrollment options for age-appropriate academic work range from ungraded classes to an accredited traditional high school program. \r\n
\r\nPerkins’ educational program is also complemented by participation in group activities such as Perkins Scouts, chorus and plays, and horticultural projects in the School’s greenhouse and gardens.\r\n'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','intro',''); INSERT INTO perkins_section_parts VALUES ('The Story','Helen Keller','photobar_name','hkellermainstrip'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','photobar_name','hkellermainstrip'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('On Campus Programs','Students','photobar_description','description to be added'); INSERT INTO perkins_section_parts VALUES ('On Campus Programs','Students','photobar_name','flowers2'); INSERT INTO perkins_section_parts VALUES ('On Campus Programs','Students','sub_head','no subhead yet'); INSERT INTO perkins_section_parts VALUES ('Off Campus','Students','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Off Campus','Students','sub_head','Off Campus Programs'); INSERT INTO perkins_section_parts VALUES ('Off Campus','Students','content','
\r\nPerkins also offers a variety of services in communities stretching from Cape Cod to western Massachusetts and beyond. Through Perkins outreach programs, elders have successfully learned to cope with the loss of vision, adults who are blind are living and working independently, and parents of infants diagnosed with vision handicaps are discovering a supportive network with others and new range of possibilities for their children. \r\n
\r\n\r\nVision professionals, classroom teachers, elder-care providers, medical professionals, parents, and family members also benefit from Perkins outreach programs through a series of annual conferences, workshops and in-service training sessions hosted by the School. \r\n
'); INSERT INTO perkins_section_parts VALUES ('Weekends / Vacation','Outreach','photobar_description','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.'); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','content',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','intro',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','content',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','intro',''); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','content','\r\nThe Hilton/Perkins Program has four goals: \r\n
\r\n\r\nFirst, the program is engaged in developing, refining and expanding educational programs \r\nand support services for children who are multihandicapped blind and deafblind. \r\n
\r\n\r\nSecondly, the program is devoted to strengthening a regional network of service providers, \r\nfamily members and those with related interest. By connecting people within and across regions, the \r\nprogram can benefit all - especially the children it seeks to help. \r\n
\r\n\r\nThirdly, the program is working to expand and enhance local and regional expertise through \r\ntraining and consultation. It also supports the creation of Publications for professionals \r\nand parents.\r\n
\r\n\r\nFinally, the program is committed to increasing public awareness of the value of services to \r\nchildren and youth who are multihandicapped blind or deafblind and their families.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','photobar_description','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.'); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('International Services','International Programs','photobar_description','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.'); INSERT INTO perkins_section_parts VALUES ('Volunteer','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Volunteer','Contact Us','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','photobar_name','contactmainstrip'); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','intro',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','photobar_name','volunteermainstrip'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Make a Donation','Financial Support','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Make a Donation','Financial Support','intro','\"Alone we can do so little, together we can do so much.\"
\r\n\r\n-Helen Keller \r\n
'); INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','intro',''); INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','content','Position Title: Itinerant Teacher of the Visually Handicapped\r\nDuties and Responsibilities: The Itinerant Teacher of the Visually Handicapped for far Western Massachusetts and the Berkshires provides direct and consultative vision services (and orientation and mobility if possible) to infants, preschoolers and school age children, their teachers/professionals and parents. Some of these children may have multiple handicaps. Responsibilities include: student assessments; development and implementation of individual family service plans and individual educational plans, consultation and in service training for education professionals and early intervention professionals, and paperwork associated with evaluations, contract services, reports and billing.\r\n
\r\n\r\nMinimum Requirements: Valid driver\'s license and car required. Eligible for certification as a Teacher of the Visually Handicapped in Massachusetts. Preference for applicants with dual TVI/O&M (certifiable through AER for Orientation and Mobility).\r\n
\r\n\r\n \r\n
\r\n\r\nPosition Title: Rehabilitation Specialist\r\nDepartment: Outreach Services to Elders\r\n
\r\n\r\nDuties and Responsibilities: The Rehabilitation Specialist will work both independently in the community and as a part of a team in the Elder Learning Center. This individual will provide assessments, direct rehabilitation teaching (RT) services, direct mobility instruction and case management services to a caseload primarily made up of elders (over age 60). Some work may be done with school age children and home management, cooking, communication skills, self-advocacy, computers (braille, large print and speech adaptations) and leisure time activities. Case management services include coordination with family members, human service agencies or schools and community resources. Training may be provided on an individual or small group basis both on and off campus. The Rehabilitation Specialist will also work closely with the Perkins Low Vision Services. Excellent communication skills a must for in service training and community presentations. Individual needs knowledge of aids, appliances and adaptations for the visually handicapped.\r\n
\r\n\r\nMinimum Requirements: Master\'s degree in Rehabilitation Teaching and Mobility Instruction preferred or Master\'s degree in Rehabilitation Teaching. Master\'s degree in Home Economics, Social Services, Rehabilitation Counseling, Special Education or Education of the Visually Handicapped considered if also have experience in the area of Rehabilitation Teaching. AER Dual certification in RT/O&M preferred. Eligible for AER certification in RT.\r\n
\r\n\r\n \r\n
\r\n\r\nPosition Title: Program Aide Positions\r\n
\r\n\r\nDuties and Responsibilities: Program Aides work with individuals or small groups of students who are multiply-handicapped, blind, deafblind, and severely handicapped in a residential or classroom setting. Program Aides, with our teachers and support staff, teach independent living, social, direct care and pre-vocational skills to our students. We have full-time and part-time positions available with work schedules of Sunday through Thursday or Tuesday through Saturday 7:00 AM - 3:00 PM and 2:00 PM - 10:00 PM.\r\n
\r\n\r\nPersons who wish to apply for a position with Perkins should forward their resumes via email to: Recruiter@Perkins.org or mail resumes to the attention of:\r\n
\r\n\r\nMolly Conroy
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02172
\r\n(617) 972-7269
');
INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','photobar_description','Description to be added');
INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','photobar_name','employmainstrip');
INSERT INTO perkins_section_parts VALUES ('Testimonials','Perkins Forum','intro','
\r\n\"There are many things in my head. I like to get them out and put them on paper to show people.\"
\r\n-A student in the Deafblind Program on why she likes to paint
'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','sub_head','Helen Keller'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','content','\r\n1. Who was Helen Keller?.
\r\n2. Where was Helen born?.
\r\n3. How did Helen become deafblind?.
\r\n4. How did Helen communicate with others?.
\r\n5. Who was Anne Sullivan?.
\r\n6. Where did Helen attend school?.
\r\n7. What subjects did Helen study?.
\r\n8. After completing school, what did Helen do?.
\r\n9. Did Helen ever marry?.
\r\n10. Did Helen meet anyone famous?.
\r\n11. What kind of causes and charities did Helen advocate?.
\r\n12. Did Helen receive any awards?.
\r\n13. Who assisted Helen after Anne Sullivan died?.
\r\n14. How can I learn more about Helen Keller?.
\r\n\r\n
\r\n1. Who was Helen Keller?
\r\nHelen Keller is considered one of the leading figures of the twentieth century. When she was an infant, illness robbed her of her vision and hearing. Despite being deafblind and the social stigma of being handicapped, Helen devoted her life to helping others. Through her numerous writings and lectures, she is still regarded as one of the most powerful and well-known advocates for people who are blind and deafblind. Her books and speeches have inspired millions of people including many well-known individuals such as Conrad Hilton, founder of Hilton Hotels, Ronald Reagan and Eleanor Roosevelt. Through her tireless efforts, she helped changed the way the world viewed people who are handicapped. Helen Keller died June 1, 1968. Back to top\r\n
\r\n2. Where was Helen born?
\r\nA very healthy baby, Helen was born June 27, 1880 in Tuscumbia, Alabama to retired army Captain Arthur Keller and his second wife, Kate. Helen had a younger brother, Phillips Brooks and a sister, Mildred. Her father was a cotton plantation owner and the editor of a popular news weekly, The North Alabamian. Back to top\r\n
\r\n3. How did Helen become deafblind?
\r\nAt the age of 19 months, Helen became very ill with a high fever, leaving her totally deaf and blind. Doctors at that time diagnosed it as \"brain fever,\" however, experts now think she may have suffered from encephalitis, which causes the brain\'s tissues to swell. Back to top\r\n
\r\n4. How did Helen communicate with others?
\r\nBy age seven, Helen had developed nearly 60 hand gestures to communicate with her parents and ask for things. However, she was often frustrated by her inability to express herself. With the help of her teacher, Anne Sullivan, Helen learned the manual alphabet and could communicate by finger spelling. Within a few months of working with Anne, Helen\'s vocabulary had increased to hundreds of words and simple sentences. Anne also taught Helen how to read braille and raised type, and to print block letters. By age nine, Helen began to learn to speak and read lips, skills she continued to develop over her lifetime. Back to top\r\n
\r\n5. Who was Anne Sullivan?
\r\nAnne Sullivan was Helen Keller\'s teacher, companion and friend for nearly 50 years. Anne was born April 14, 1866 in Feeding Hills, Massachusetts to poor Irish immigrants. At the age of five, Anne contracted trachoma, a contagious conjunctivitis that attacks the eyes, and was left almost entirely blind. She later received several eye operations that restored some of her vision. After graduating class valedictorian from Perkins School for the Blind in 1886, she moved to Tuscumbia, Alabama to become Helen Keller\'s teacher. Anne remained with Helen until her death on October 20, 1936. Back to top\r\n
\r\n6. Where did Helen attend school?
\r\nHelen attended Perkins School for the Blind for four years. She then spent a year at the Cambridge School for Young Ladies to prepare for Radcliffe College. In 1904, she graduated cum laude from Radcliffe and became the first deafblind person to earn a bachelor of arts degree. Later, Helen was the first woman to be awarded an honorary degree from Harvard University. She also received honorary degrees from Temple University and the Universities of Glasgow, Scotland; Delhi, India; Berlin, Germany; and Witwatersrand and Johannesburg, South Africa. Back to top\r\n
\r\n7. What subjects did Helen study?
\r\nHelen was an avid reader and follower of politics and world events. Among her favorite books were philosophy texts and volumes of poetry. She also enjoyed studying history and economics as well as foreign languages including French, Latin and German. Back to top\r\n
\r\n8. After completing school, what did Helen do?
\r\nHelen used her education and influence to help improve the lives of others. She published several books and essays about her own life and views and spent much of her time lecturing and lobbying for important social issues including women\'s suffrage and assistance for people who were blind and deafblind. Helen also performed vaudeville and had a taste of Hollywood, making two movies about her life, \"Deliverance\" and \"The Unconquered.\" Much of Helen\'s later years were spent traveling around the world, raising money and awareness for the blind and other social issues. Back to top\r\n
\r\n9. Did Helen ever marry?
\r\nNo, although she was briefly engaged and had many admirers. Helen\'s teacher and lifetime companion Anne Sullivan did marry, however, and Helen lived with Anne and her husband, John Macy. Back to top\r\n
\r\n10. Did Helen meet anyone famous?
\r\nHelen Keller made several famous friends and acquaintances. Among her friends were author Mark Twain and inventor Alexander Graham Bell. Helen also met Charlie Chaplin, Dr. Oliver Wendell Holmes, Eleanor Roosevelt, Martha Graham, India\'s former Prime Minister Nehru, the Queen of England, and 12 U.S. presidents, from Grover Cleveland to John F. Kennedy. Back to top\r\n
\r\n11. What kind of causes and charities did Helen advocate?
\r\nHelen worked for a variety of causes during her life. She was an outspoken suffragist, an advocate of worker\'s rights and an opponent of child labor, but she is best known for her commitment to improving the quality of life for people who are blind and deafblind. As a student at Perkins, she initiated and ran fundraising campaigns to establish a Perkins\' kindergarten for the blind and to pay for the education of Tommy Stringer, a poor, deafblind boy she met. As an adult, she lobbied for programs for the prevention of blindness, laws for the education and protection of the blind and deafblind, as well as state-assisted programs to help people who are handicapped with job training and placement. Back to top\r\n
\r\n12. Did Helen receive any awards?
\r\nHelen Keller received numerous awards throughout her life for her humanitarian efforts. In 1964, Lyndon B. Johnson awarded Helen the highest American honor, the Presidential Medal of Freedom. On the 50th anniversary of her graduation from Radcliffe College, she received the Alumnae Achievement Award. Radcliffe also dedicated the Helen Keller Garden to her and named a fountain in the garden for her teacher Anne Sullivan. Helen later received Brazil\'s Order of the Southern Cross, the Philippines\' Golden Heart, Japan\'s Sacred Treasure, and in 1991, was named one of the most important people of the twentieth century by Life magazine. Back to top\r\n
\r\n13. Who assisted Helen after Anne Sullivan died?
\r\nAfter Anne passed away in 1936, Polly Thompson, who had worked in the Keller household since 1914, became Helen\'s aide. Polly passed away in 1960 and Winifred Corbally, a nurse-companion, assisted Helen until Helen\'s death in 1968. Back to top\r\n
\r\n14. How can I learn more about Helen Keller?
\r\nHelen Keller published many articles, essays and books. Among them are two autobiographies, The Story of My Life and Midstream: My Later Life, and a biography of her life with Anne Sullivan called Teacher: Anne Sullivan. She also published Optimism: An Essay, The World I Live in, The Song of the Stone Wall, Out of the Dark, My Religion, Peace at Eventide, Helen Keller in Scotland, Helen Keller\'s Journal, Let Us Have Faith, and The Open Door.\r\n
\r\nAmong the many biographies are Helen and Teacher: The story of Helen Keller and Anne Sullivan Macy by Joseph P. Lash and Helen Keller: A Life by Dorothy Herrmann.\r\n
\r\n\r\nIn addition, the movie \"The Miracle Worker\" was released in 1962 and was remade for television in 2000. \"The Miracle Worker\" chronicles many of the challenges and triumphs during Helen\'s youth. Anne Bancroft won an Oscar for Best Actress for her portrayal of Anne Sullivan. Patty Duke played the part of Helen Keller and also won an Oscar for Best Supporting Actress. Both actresses also starred in the Broadway version. Back to top\r\n\r\n
'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','intro',''); INSERT INTO perkins_section_parts VALUES ('Elegibility Guidelines','Braille and Talking Book Library','content','if you are good you cna use it'); INSERT INTO perkins_section_parts VALUES ('Elegibility Guidelines','Braille and Talking Book Library','intro','this is the intro'); INSERT INTO perkins_section_parts VALUES ('Elegibility Guidelines','Braille and Talking Book Library','photobar_description','white'); INSERT INTO perkins_section_parts VALUES ('Elegibility Guidelines','Braille and Talking Book Library','photobar_name','white'); INSERT INTO perkins_section_parts VALUES ('Elegibility Guidelines','Braille and Talking Book Library','sub_head','sub'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Braille and Talking Book Library','sub_head','The Braille and Talking Book Library '); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Braille and Talking Book Library','content','Here are some of the most frequently asked questions about the Perkins Braille and Talking Book Library. For additional information, call the Library at 617-972-7240, 1-800-852-3133 or email Library@Perkins.org.
\r\n1. What is the Perkins Braille and Talking Book Library?
\r\n2. Who can use the Library?.
\r\n3. What materials are available through the Perkins Braille and Talking Book Library?.
\r\n4. How much does Library service cost?.
\r\n5. How does the lending system operate?.
\r\n6. What if a specific book is already on loan or isn\'t included in the Perkins Library?.
\r\n7. Can talking books be played on commercial tape players?.
\r\n8. Are there special accommodations for particular situations?.
\r\n9. Is the equipment easy to use?.
\r\n10. How long may patrons borrow books?.
\r\n11. How are books returned to Perkins Library?.
\r\n12. Does the Perkins Library offer special services for students?.
\r\n13. Can patrons lend books and equipment to others?.
\r\n14. Do patrons have to pay for damaged equipment or tapes?.
\r\n15. How is broken equipment fixed?.
\r\n16. What other services does Perkins Braille and Talking Book Library offer?.
\r\n17. Can patrons still receive service while on vacation or if they only live in Massachusetts part of the year? What happens if a patron moves?.
\r\n18. Can patrons continue receiving Library service in a hospital or nursing home?.
\r\n19. Can I use the Internet to look up and order books?.
\r\n20. Do public libraries have braille and talking books? Why would someone use the Library over books-on-tape from bookstores?.
\r\n
1. What is the Perkins Braille and Talking Book Library?
\r\n\r\nThe Perkins Braille and Talking Book Library is located on Perkins School for the Blind\'s campus. The Library loans braille and recorded reading materials and the playback equipment necessary to listen to them to eligible readers who are unable to read print books due to a handicap. The Perkins Library has been lending books since it became part of the Library of Congress\' National Library Service for the Blind and Physically Handicapped in 1931. The Library is also affiliated with the Massachusetts Board of Library Commissioners. Back to top
\r\n\r\n\r\n\r\n\r\n\r\nIndividuals may borrow books and equipment from the Perkins Library if they live in Massachusetts at least six months out of the year and fall into one or more of the following categories established by the federal government:\r\n
\r\n\r\n\r\nHospitals, public and private libraries, nursing homes, daycare centers, schools, and other agencies serving individuals that qualify may also receive Library services. Back to top\r\n
\r\n\r\n\r\n3. What materials are available through the Perkins Braille and Talking Book Library?
\r\n\r\nWith a collection of over 700,000 braille and talking book volumes and the equipment required to use them, the Library offers a broad assortment of fiction and non-fiction books for both adults and children. Nearly 50,000 book titles and over 70 magazine subscriptions are available to registered patrons in English as well as in more than 60 foreign languages. Two free catalogs, which update patrons on recent additions to the Library\'s collection, Talking Book Topics and Braille Book Review, are published every two months and mailed to patrons by request. Both are available in large print, in braille, on cassette, and on computer disk. Perkins Library also provides a variety of music materials in braille, cassette and large print formats through the National Library Service. Back to top
\r\n\r\n\r\n4. How much does Library service cost?
\r\n\r\nLibrary service is FREE of charge to registered patrons. The program receives funding from the Massachusetts Board of Library Commissioners and Perkins School for the Blind in order to provide these services. The materials and equipment are provided by the National Library Service for the Blind and Physically Handicapped of the Library of Congress. Congress also appropriates funds for \"Free Matter for the Blind\" mailings. Back to top
\r\n\r\n5. How does the lending system operate?
\r\n\r\nIndividuals who qualify for Perkins Library service may download an Application for Service online or request one from the Library. Once the application is approved, new readers are established in the Library\'s \"Turnaround Service.\" Under the \"Turnaround\" system, patrons receive two to four books in the first shipment. Once some of these are returned, Perkins will send more books for continuous service. Patrons may contact the Perkins Library to adjust their service plan. Back to top
\r\n\r\n\r\n6. What if a specific book is already on loan or isn\'t included in the Perkins Library?
\r\n\r\nPerkins Braille and Talking Book Library has multiple copies of every title in its collection. If there are no copies available, the Library will duplicate the title as soon as possible in cases such as school or medical requests. If a braille book is out, then the Library may conduct a search of other libraries or put the book on reserve.\r\n
\r\n\r\nIf the Library does not have a particular title, there is a process to request that the Library of Congress add that title to the national collection. In some cases, the recording studio at the Perkins Braille and Talking Book Library may produce it. Back to top
\r\n\r\n\r\n7. Can talking books be played on commercial tape players?
\r\n\r\nNo. Talking books are recorded on cassettes at a special, slower speed that can only be played on four-track cassette players. These special playback machines are available free through the Perkins Braille and Talking Book Library. Talking book cassettes contain four tracks, which means there are four full-recorded tracks of narration on each tape - two on each side. The cassette player supplied by the Library is specially designed to allow switching to each of the four tracks in their correct sequence. Back to top
\r\n\r\n\r\n8. Are there special accommodations for particular situations?
\r\n\r\n\r\n
\r\nBack to top\r\n
\r\n\r\n\r\n9. Is the equipment easy to use?
\r\n\r\nYes, the special equipment needed for talking books is as simple to use as a standard cassette player. Please be sure to read or listen carefully to the operating instructions which come with the equipment. Additional questions can be answered by contacting the Library at 617-972-7240, 1-800-852-3133 or Library@Perkins.org. Back to top
\r\n\r\n\r\n10. How long may patrons borrow books?
\r\n\r\nPerkins urges patrons to borrow books and shared subscription magazines no longer than six to eight weeks so that other requests for the same titles can be filled promptly. Magazines issued directly by the producers do not need to be returned to the Library. To determine if a magazine is a shared subscription, view the Magazine List. Back to top
\r\n\r\n\r\n11. How are books returned to Perkins Library?
\r\n\r\nBooks and magazines should be returned in the same mailing containers in which they were sent. All tapes should be rewound and placed in the correct container. If there is a problem with any cassette, please identify it by placing a rubber band around it. Remove the address label from the container and turn it over so that the white side faces down and the teal side faces up. The label is in the correct position for return mail when the hole is at the upper right. Then slide the label back into place. It will now show the address of Perkins Braille and Talking Book Library. Reading materials can then be returned through the U.S. mail postage free. Back to top
\r\n\r\n\r\n12. Does the Perkins Library offer special services for students?
\r\n\r\nThe Library\'s collection contains many unabridged classics, biographies, popular fiction, and non-fiction often assigned by schools. Every effort is made to provide the books needed by students, teachers and school systems. If a book is not on the shelf at the time of the request, the Library will duplicate it on cassette as soon as possible or obtain it through inter-library loan. It is recommended that a student give the Library a minimum of two weeks advance notice for a specific book. Although the Library does not have textbooks in its collection, Perkins librarians can assist with referrals to other agencies that may carry them. In addition, Perkins has a reference services librarian on staff who can assist students with information requests. To request a book title, call 617-972-7240, 1-800-852-3133 or email Library@Perkins.org. Back to top
\r\n\r\n\r\n\r\n13. Can patrons lend books and equipment to others?
\r\n\r\nNo, the Library discourages the lending of books and equipment to others for several reasons:\r\n
\r\nBack to top\r\n
\r\n\r\n\r\n14. Do patrons have to pay for damaged equipment or tapes?
\r\n\r\nPerkins Library patrons are not required to pay for damaged or missing equipment and/or tapes. Please notify the Library immediately by calling 617-972-7240, 1-800-852-3133 or emailing Library@Perkins.org if equipment, tapes or other Library property has been damaged, lost or stolen so it can be replaced. Back to top
\r\n\r\n\r\n15. How is broken equipment fixed?
\r\n\r\nPerkins Library has trained volunteers to repair the specialized equipment. Patrons should not attempt to repair the equipment. Instead they should return the machine to the library so a replacement can be issued. After notifying the Library, repackage the equipment inside the original box, then seal it with tape. Follow the mailing instructions in question 11. No postage is required. Please call the Library for assistance or replacement boxes. Back to top
\r\n\r\n \r\n16. What other services does Perkins Braille and Talking Book Library offer?
\r\n\r\nIn addition to regular services, the Library offers a wide range of reference information services. The reference librarian can answer questions and provide information in an accessible format. The children\'s services librarian offers a wide variety of services for children and young adults who borrow braille and talking books, including a Summer Reading Program.
\r\n\r\nThe Library also offers specialized information and government documents in alternate formats. These include: Social Security, Medicare and other health care materials, tax forms in braille, sports schedules and voter information. Information and referral services are also provided on disability-related programs, services, agencies, publications, adaptive equipment and products, plus information on the Americans with Disabilities Act (ADA.) Back to top
\r\n\r\n\r\n\r\n\r\nAnyone who resides in Massachusetts at least six months out of the year is eligible for service from the Perkins Braille and Talking Book Library. Notify the Library of any address and telephone changes and provide dates for when the changes become effective. Patrons can request materials be sent to vacation or out-of state residences, but should take their playback equipment with them. Patrons can also place a \"hold\" on their Library service until they have returned to Massachusetts.
\r\n\r\nPatrons moving out-of-state should provide their new address and telephone to the Library so it can transfer their service to the talking book library in that state. Patrons may return the cassette player to Perkins and obtain other equipment from the new library or may take their current machine.
\r\n\r\nU.S. citizens moving out of the country may also make arrangements to continue borrowing books no matter where they reside in the world. Back to top
\r\n\r\n\r\n18. Can patrons continue receiving Library service in a hospital or nursing home?
\r\n\r\nYes, notify Perkins as soon as possible of address changes so Library service will continue uninterrupted. Patrons should also ask if the hospital or nursing home has a \"Deposit Collection\" of Perkins materials on the premises for residents to use. If not, suggest that an administrator contact Perkins to establish one. Back to top
\r\n\r\n\r\n19. Can I use the internet to look up and order books?
\r\n\r\nThe Library has an internet-based Online Public Access Catalog (OPAC). Anyone with internet access can use OPAC to search the Library\'s live database by title, author, media format, or key word search. OPAC also allows users to order and reserve titles and send e-mail to Library staff.
\r\n\r\nRegistered borrowers can add book numbers from search results directly into their request lists and three of these selections are shipped immediately if available. To access the system, registered users must know their user ID and password. User IDs are located on the mailing cards the Library sends patrons and the password is the patron\'s birth year.
\r\n\r\nRegistered patrons who would like to search for specific titles or add books to their request list can visit the Online Catalog. For answers to questions about or help with OPAC, contact the Library at 1-800-852-3133, 617-972-7240 or email Library@Perkins.org. Back to top
\r\n\r\n\r\n\r\n\r\nSome public and private libraries have a \"Deposit Collection\" of Perkins\' Library materials for eligible patrons to borrow. Local libraries without a Deposit Collection can contact Perkins to establish one.
\r\n\r\nBooks-on-tape are very expensive and have often been abridged. Books through Perkins Braille and Talking Book Library are available free of charge to people who qualify and include the entire book. Back to top\r\n
'); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','content',''); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('New Publications','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('New Publications','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('New Publications','What\'s New?','photobar_name','newmainstrip'); INSERT INTO perkins_section_parts VALUES ('New Publications','What\'s New?','meta_photo','area.php?id=10'); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','content',''); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','content',''); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Volunteer Opportunities','What\'s New?','meta_photo','area.php?id=15'); INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','intro','\r\n\"We recognize the tremendous accomplishments of those who have gone before us… We also recognize our responsibility to advocate for the needs of millions of today’s children, adults and elders.. By working closely together, we have the capacity to help change the world.\"\r\n
\r\n\r\n-Kevin Lessard, Director, Perkins School for the Blind\r\n
'); INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','content','\r\nIt is with great pleasure that I take a moment to acquaint you with Perkins’ newly designed Web site. All of us at Perkins hope it will serve as a more complete resource for sighted visitors while using the latest accessibility technology for visitors who are blind or visually handicapped.\r\n
\r\n\r\nEvery day, Perkins receives calls from individuals searching for ways to support their children, aging parents, or friends who have a vision problem. Now, parents can have immediate access to online information in our Students services and Parents services sections about how Perkins’ programs can benefit both their child and immediate family. Senior citizens dealing with macular degeneration or other vision disorders can visit Perkins’ Braille and Talking Book Library online – and never miss another issue of Newsweek magazine or Bon Appétit again. Both young and old who are blind can learn new techniques of self-reliance through Perkins’ expanding Outreach services.\r\n
\r\n\r\nThis fall, the School will host the first Fine Arts Festival featuring the music, craftsmanship, and paintings of Perkins students. We call it the \"Art of the Possible,\" and you can find out more about this special event and others in What’s New. We’re also pleased to announce Perkins’ new ambassador, Marla Runyan, the U.S. runner who competed in the 2000 Olympics in Sydney, Australia. Marla, who is legally blind, received her master’s degree in special education through a unique grant made available by the Hilton/Perkins Program. \r\n
\r\n\r\nReaching beyond expectations…that’s what Perkins has been about since 1829.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','photobar_description','An angled view of the top of the Perkins tower. A view of Perkins\' snow-covered campus. A small group of teenage students and staff bask in the sunlight. A view of snow-covered residential cottages.'); INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','intro',''); INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','intro',''); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','content','\r\nThe mission of this innovative program is to improve the quality of life for children \r\nworldwide who are multihandicapped blind or deafblind. The program aims to improve the \r\nlives of these youth and their families through increased educational opportunities.\r\n
\r\n\r\nThe Hilton/Perkins Program provides leadership, expertise and resources to build upon and \r\nexpand services in the United States, Africa, Asia, the Caribbean, Eastern Europe, Latin \r\nAmerica and Russia.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','content',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','intro',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','photobar_name','parentsmainstrip'); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','meta_photo','section.php?id=18'); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','intro',''); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','meta_photo','section.php?id=67'); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Elders','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Elders','intro',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Elders','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','content','Elder Services.\r\n'); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','intro','Elder Services.\r\n'); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','photobar_name','white'); INSERT INTO perkins_section_parts VALUES ('Elder Services','Outreach','sub_head','Elder Services.\r\n'); INSERT INTO perkins_section_parts VALUES ('Publications','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Publications','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Professional','content',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Professional','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','photobar_name','professmainstrip'); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','content','The most recent and complete source of information on the non-medical aspects of blindness and deafblindness is offered at The Samuel P. Hayes Research Library. Considered the largest collection of its type in the world, the library joins the Braille and Talking Book Library as a resource for the Perkins community and beyond.
\r\n\r\nA wonderful resource for anyone seeking information on blindness and deafblindness exists on the Perkins campus - the Samuel P. Hayes Research Library. With more than 20,000 books, serials, pamphlets and magazine articles relating to blindness and low vision, the library is considered to have the largest such collection of its kind in the world.\r\n
\r\nIn addition to these important resources, the library also collects journals, booklets, children\'s books, newspaper clippings, fiction with blind and deafblind characters, plays, conference reports, papers and annual reports from various schools and agencies for the blind. The library contains a small medical section, but mostly focuses on material relating to the nonmedical aspects of blindness and deafblindness.\r\n
\r\nLibrary archives include papers of the former directors of Perkins and the Nella Brady Henney collection on Helen Keller and Anne Sullivan Macy. The collection features historical material on Perkins along with numerous other photographs, prints and postage stamps relating to blindness and early raised dot \"point\" systems such as braille and New York Point Books. The first embossed book (published in France in 1786); the first embossed book published in England (1818); and Louis Braille\'s \"Procede Pour Ecrire Les Paroles La Musique et Le Plain chant Au Moven De Points\" (1829) are also prominently displayed in the archives.\r\n
\r\nThe library, originally known as the Blindiana Library, was founded in 1880.\r\n
\r\nTo learn more about the Samuel P. Hayes Research Library, contact HayesLibrary@Perkins.org
'); INSERT INTO perkins_section_parts VALUES ('Available Materials','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','content','this is content'); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','intro','nitro'); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','meta_photo','meat photo'); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','photobar_description','dexr'); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','photobar_name','name de la photo'); INSERT INTO perkins_section_parts VALUES ('test section','Helen Keller','sub_head','sub head or conning tower'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('On Campus','Students','photobar_description','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.\r\n'); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','content','\r\nIt\'s not easy for parents of blind, visually handicapped, deafblind or multihandicapped children to decide what\'s best for them. Yet, the choices parents make will have great impact on how their children learn and grow.\r\n
\r\n\r\nIt is essential that parents have a clear understanding of their child\'s abilities and needs so that the best possible educational program can be created. That is why Perkins offers diagnostic evaluations not only for students applying to Perkins for admission, but also for students enrolled in public or other school settings.\r\n
\r\n\r\nComprehensive evaluations of students, ages 3 to 22, help determine special education and clinical needs for these children. Perkins uses a team approach to conduct the evaluations with each staff member assessing the student in his/her area of expertise. The testing takes place over one or two days so the evaluation team can spend time with the child in a more natural setting - such as during lunch or recess.\r\n
\r\n\r\nWhen the evaluation is complete, the team gathers as a group to share information and exchange ideas. The team develops recommendations for the child\'s educational program and home environment. Once the profile of the child\'s strengths and needs is created, parents and teachers have the tools they need to provide the best possible learning experience for the child. \r\n
\r\nTo find out how to take advantage of Perkins Diagnostic Evaluations, contact Evaluations@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','intro',''); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','sub_head','Kevin J. Lessard'); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','content','\r\nKevin Lessard began his career at the Perkins School for the Blind in 1968 as an Orientation and Mobility (O & M) Instructor, teaching students how to successfully navigate in their environment. He was soon promoted to supervisor of that department, and later became coordinator for Adult Services. In 1978, he assumed responsibilities for Perkins\' entire education and research programs as the School\'s assistant director. In 1985, Kevin Lessard became the eighth director of Perkins School for the Blind.\r\n
\r\n\r\nUnder Mr. Lessard\'s leadership, the School has expanded its services and advocacy for people who are blind, deafblind and multi handicapped blind. Some of his most notable innovations have included off-campus housing for students, community-based employment and pre-vocational services. He also helped launch a new early intervention program for infants and toddlers which provides education and support to children and families in over 500 Massachusetts homes. The School now also provides services to the elderly blind, the fastest growing blind population in the United States.\r\n
\r\n\r\nWith support from the Conrad N. Hilton Foundation, Mr. Lessard established in 1989 the Hilton/Perkins Program to reach out to deafblind and multi handicapped blind children in underserved areas of the United States and internationally. The Hilton/Perkins Program was created to strengthen the early intervention program, to provide the professional training of much-needed teachers of the deafblind, to educate and train parents, and to improve the quality of life for deafblind and multi handicapped blind children worldwide. The Hilton/Perkins program has helped more than 15,000 children nationally and in over 50 developing countries.\r\n
\r\n\r\nMr. Lessard holds a master\'s degree in Special Education from Boston College.\r\n
'); INSERT INTO perkins_section_parts VALUES ('History','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('History','About Us','intro','\r\n\"He assumed that the State owed to the blind an education... And he had\r\nfaith that this education, if properly given, would make the same return to\r\nthe State that its common education makes, by enabling an important class of\r\ncitizens to aspire to the rewards of industry and the dignity of\r\nindependence.\"\r\n
\r\n- Julia Ward Howe, speaking of her late husband, Samuel Gridley Howe\r\n
'); INSERT INTO perkins_section_parts VALUES ('History','About Us','sub_head','The History of Perkins School for the Blind'); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','content','\r\nPerkins\' programs, whether they are located on campus or halfway around the world, are led by dedicated and experienced program supervisors who have all been with the School for more than ten years. Each supervisor works closely with their respective staff to ensure that infants, students, elders, and families receive the highest quality support and services.\r\n
\r\n\r\nPerkins\' program supervisors also bring special insights and skills to Perkins through their continued involvement with the academic and professional communities. Conferences, publishing and additional education and training are just a few of the ways supervisors continue to advance and support Perkins\' mission and their own professional development. This commitment to excellence makes Perkins\' staff among the finest.\r\n
\r\n\r\nTo learn more about Perkins\' program supervisors, select a link from the list below.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Available Materials','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Available Materials','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Available Materials','Braille and Talking Book Library','intro','\r\n\"The Library is such an important part of my life. Reading is not just a means of gaining information, but a way of expanding my world.\"\r\n
\r\n\r\n -A woman who has been a patron of the Library since 1988.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Available Materials','Braille and Talking Book Library','content','\r\nThe Perkins Braille and Talking Book Library has more than 50,000 recorded titles and magazines and 16,000 braille books available in more than 60 Foreign Languages. Registered patrons can use the Online Catalog to search for specific braille or talking books, create a request list of desired titles, and order up to three available titles for shipment.\r\n
\r\n\r\nPerkins Library also provides free Magazine Services. Registered Library patrons can access more than 70 braille and talking book magazines covering a wide variety of topics and interests.\r\n
\r\n\r\nThrough its affiliation with the National Library Service for the Blind and Physically Handicapped of the Library of Congress, the Perkins Braille and Talking Book Library also has Special Music Services. Patrons can access music materials including books, musical scores, instructional recordings and music magazines in cassette, braille or large-print format.\r\n
\r\n\r\nCatalogs and Bibliographies, which list the most recent additions to the Perkins and the national Braille and Talking Book Library collection, are also available to patrons by request.\r\n
\r\n\r\nFor more information about materials available through the Perkins Library, call 617-972-7240, 1-800-852-3133 or email Library@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','content','\r\nReceiving free services through Perkins’ Braille and Talking Book Library is easy. \r\nIndividuals who meet one or more of the following eligibility guidelines can register with \r\nthe Library to receive braille and talking book services.\r\n
\r\n\r\nLibrary services are available for Massachusetts residents who:
\r\n
\r\nInstitutions including schools, libraries, nursing homes, hospitals, and organizations that \r\nprovide services to people with visual or physical disabilities are also eligible to receive \r\nPerkins’ Library services.\r\n
\r\n\r\nTo become a registered Library user, download the Application for Library Service or \r\nrequest an application by calling 617-972-7240 or 1-800-852-3133. Applications are also \r\navailable by emailing a request to Library@Perkins.org. \r\n
\r\n\r\nAll applications must be signed and certified by a professional authority such as a doctor, \r\nophthalmologist, registered nurse, librarian or social worker. The completed application \r\nand authorization form should be returned to:\r\n
\r\n\r\nBraille and Talking Book Library
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472-2790\r\n
\r\nAfter a clinical exam, Perkins can provide visual-skills training and techniques in or outside of the clinic to help people with unique eye conditions including:\r\n
\r\n\r\nThe training and techniques, which include eccentric viewing, blur interpretation, scanning, tracking and tracing, can help people to use their remaining vision in a more effective way.\r\n
\r\n\r\nThrough its optical device loan program the Low Vision Clinic also provides individuals optical, non-optical and electronic vision devices free of charge. These can include special reading lamps, closed-circuit TVs (CCTVs), magnifying glasses, or high-contrast (black and white) household items. \r\n
\r\n\r\nIn addition to the Low Vision Clinic, Perkins Vision Rehabilitation Services offers community-based assessments for infants/toddlers, school-age children, adults and elders who are visually impaired and may have multiple disabilities. Some of the services the program provides include:\r\n
\r\n\r\nFor more information about Outreach Vision Rehabilitation Services and the Low Vision Clinic contact LowVision@Perkins.org.\r\n'); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','content','Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.\r\n
\r\n\r\nLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.'); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','photobar_name','outreachmainstrip'); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','intro','Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.'); INSERT INTO perkins_section_parts VALUES ('Weekends/Vacation','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','intro','
\r\n\"After visiting Perkins I realized that the School has a lot to offer me. What really sold me was how the School was willing to listen to me and work with me.\"\r\n
\r\n\r\n- A prospective student\'s reaction to his first visit to Perkins\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','photobar_name','outreachmainstrip'); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','photobar_description','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.'); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','content','Perkins Outreach Services offer three summer programs for public school children who are blind or visually handicapped. All three programs take place on the Perkins campus.
\r\n\r\nOutreach Elementary Summer Program is a week-long event for elementary school-age children. The program focuses on socialization, basic daily living skills training, community exploration, and recreation. Activities also include physical education, outdoor adventures, games, cooking, crafts, music/drama, swimming, field trips, horseback riding, and water sports.
\r\n\r\nThe three-week long Outreach Summer Program, \"Dealing with the Present While Preparing for the Future,\" offers teens intensive training in areas such as personal care, home management, orientation and mobility (O and M), food preparation, money management, and communication skills. Teens have the chance to work on socialization with their peers and to enjoy recreational activities. The program\'s goals include increasing self-awareness, improving self-confidence and helping provide young adults with the tools to become more independent.
\r\n\r\nHigh school students over the age of 16 can participate in the Outreach Summer Employment Program, \"A Sampling of the World of Work,\" which offers five weeks of paid job experience in the community. Perkins\' staff match the student with the job placement and provide a job coach throughout the work experience. Seminars are held on resumé writing, interviewing skills and other career development topics. Students live in a supervised apartment on the Perkins campus and are responsible for their own meal preparation, household management and recreational activities.
\r\n\r\nFor more information about Outreach Summer Programs, contact Outreach@Perkins.org.
\r\n'); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','content',''); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','photobar_name',''); INSERT INTO perkins_section_parts VALUES ('Elder','Outreach','meta_photo','area.php?id=7'); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','photobar_name',''); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','meta_photo','area.php?id=7'); INSERT INTO perkins_section_parts VALUES ('Training for Professionals','Outreach','content','Perkins Outreach Services offers a variety of conferences, professional development workshops, in-service training, and courses, including the Perkins Outreach Summer Institute, for vision and early intervention professionals, school teachers, elder-care providers, medical professionals, community resources, parents, and family members. These programs are offered both on and off campus and topics are selected based on needs expressed to the Outreach Advisory Committee.
\r\n\r\nThe Outreach Summer Institute is geared toward teachers of the visually impaired (TVI), orientation and mobility (O and M) instructors, counselors, and other professionals who work with children who are blind or visually handicapped. The institute is a one-week program of lectures, panel discussions and hands-on experience. Graduate credit may be earned in conjunction with the University of Massachusetts - Boston.
\r\n\r\nFor more information about Outreach Training for Professionals, contact Outreach@Perkins.org.
\r\n'); INSERT INTO perkins_section_parts VALUES ('Training for Professionals','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Product Catalogue','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Training for Professionals','Outreach','photobar_description','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','photobar_name','white.jpg'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','intro','Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','What\'s New?','content','Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.\r\n\r\n\r\nLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','photobar_description','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','content','
Through contracts with school districts and early intervention providers, Perkins Outreach Satellite Services provides infants, toddlers, school-age children, parents and teachers in Western Massachusetts, Cape Cod and the Islands an opportunity to receive Perkins\' services and expertise in their local communities.
\r\n\r\nThe Hyannis office also serves as a resource center with adaptive materials, assessment tools and assistive technology, and loans clients playback machines as part of the Perkins Braille and Talking Book Library.\r\n
\r\n\r\nFor more information about Outreach Satellite Services contact Outreach@Perkins.org. To contact the Hyannis office directly, email OutreachSatellite@Perkins.org or write to:
\r\nPerkins Satellite Services
\r\n720 Main Street
\r\nHyannis, MA 02601:\r\n
\r\n\"It gave me the power to keep going.\"\r\n
\r\n\r\n- A parent commenting on her experience at a NEC family weekend retreat'); INSERT INTO perkins_section_parts VALUES ('New England Center for Deafblind Services','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('New England Center for Deafblind Services','Students','content','
The New England Center Deafblind Project (NEC) provides technical assistance to children who are deafblind in Connecticut, Maine, Massachusetts and New Hampshire, as well as to their families and educational programs. Perkins is the sponsoring agency and assumes overall responsibility for this multi-state project, which was founded in 1969. NEC\'s central office staff is housed on campus, with satellite offices and staff located in each of the other states.
\r\n\r\nThere are currently close to 400 students ages birth to 22 who have been identified in this four-state region and are being educated in a large variety of school settings. NEC maintains a child census of these students and provides technical assistance to professionals working with these children. Resource information, workshops, consultations, and in-service training are provided on a local, state or regional level by qualified NEC staff.
\r\n\r\n\r\nThe project also assists families of children who are deafblind by providing access to valuable information addressing issues across a broad age range. This is especially important as parents plan and respond to the developmental and educational needs of their children. Parents are active participants in helping NEC assess the needs of families in the four-state region.
\r\n\r\n\r\nThis project is funded by the United States Department of Education, Special Education Programs, through project discretionary funds earmarked specifically for programs and projects working with infants, children and young adults who are deafblind.
\r\n\r\n\r\nFor more information about the New England Center Deafblind Project, visit their Web site at www.necdbp.org, or contact the project at NEC@NEC.Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Low Vision','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Students','meta_photo','area.php?id=11'); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Students','meta_photo','area.php?id=9'); INSERT INTO perkins_section_parts VALUES ('The Story','Helen Keller','intro','\r\n\"The most significant day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrast between the two lives which it connects.\"\r\n
\r\n- from The Story of My Life\r\n
'); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Forms and Applications Library','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','photobar_name','absitestrip'); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','photobar_description','An angled view of the top of the Perkins tower. A view of Perkins\' snow-covered campus. A small group of teenage students and staff bask in the sunlight. A view of snow-covered residential cottages.'); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','sub_head','Perkins Web site Privacy Statement and Policy Statement regarding links to non-Perkins Web sites\r\n'); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','content','\r\nThe following privacy policy applies to this Web site operated by Perkins School for the Blind under the URL: www.Perkins.org.
\r\n\r\nThis policy is effective from May 30, 2002 to the present.
\r\n\r\nThis Web site is designed to provide accessibility, functionality and the most up-to-date information about Perkins School for the Blind and its various programs and services. Established in 1829, Perkins School helps people understand how they can reach beyond expectations. These include people who are blind, deafblind and multihandicapped blind, parents, families, teachers, and professionals. To this end, the Perkins School Web site has been designed to be accessible to provide information to a wide spectrum of users. This includes information about all aspects of the School including student services, outreach services, diagnostic and evaluation services, the Braille & Talking Book Library, the Samuel P. Hayes Research Library, Howe Press, valuable conferences for professionals and parents, publications, and many other sources of information available through the School.
\r\n\r\nAny information disclosed to Perkins School through email or contact with the site\'s Webmaster is done at the discretion of the user. Perkins School will not sell, share or rent contact information provided by users in ways other than those disclosed in this statement or on this Web site.
\r\n\r\nUsers can access certain Perkins School publications online without subscribing or being a part of an existing mailing list. These include The Lantern, the Annual Report and the Viewbook. Other parent and teacher resources will also be available online, however, some publications may be available only for purchase and will require contacting the School directly. Instructions on how to request these publications are indicated in pertinent sections of the site.
\r\n\r\n\r\nFrom time to time, Perkins may conduct online surveys through this site to obtain opinions on site content and accessibility or on public policy issues of importance to the blind, deafblind and multihandicapped blind communities. It will be at the discretion of the survey respondents to identify themselves by including their email addresses or any geographic or demographic information. Those who choose to participate in any such survey should consult the privacy policies associated with each survey to learn more \r\nabout what information is collected and how that information is used.
\r\n\r\n\r\nUsers have the ability to customize this site to meet their own individual needs and circumstances. Most computers are able to save the customization a user selects as the preferred setting and the site will always display with the most recent choices. Customization does not identify individual users to Perkins School, the Web site host or any other individuals responsible for maintaining or developing this site.
\r\n \r\n\r\n\r\n\r\n\r\n\r\nAbout Cookies\r\n\r\n
We do not use cookies to collect any personally identifiable information from people visiting www.Perkins.org or to track people\'s Web browsing history.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','intro',''); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Domestic Services','International Programs','photobar_description','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.'); INSERT INTO perkins_section_parts VALUES ('International Services','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','photobar_description','A male Perkins professional tests the vision of a female toddler with the help of her mother. A staff member swings a young boy with glasses in her arms outside. A mother, grandfather and a baby at a Perkins conference. A snow-covered Hilton building.'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','content','\r\nThe Samuel P. Hayes Research Library, founded in 1880, offers the largest and most comprehensive collection on the nonmedical aspects of blindness and deafblindness that is available to the public. With more than 30,000 books, pamphlets, journal articles, newspaper clippings, conference reports and Web sites in its catalog, the Research Library joins the Braille and Talking Book Library as a resource for the Perkins community, professionals, parents and the public.\r\n
\r\n\r\nThe Research Library archives feature historical material on Perkins, including photographs and papers of the School\'s former directors. The collection has many examples of early writing systems, including Boston Line Type, other embossed books, and the varieties of raised-dot \"point\" systems that predate the 1917 standardization of the braille code in the United States. The Nella Braddy Henney collection is the correspondence of Helen Keller, Anne Sullivan Macy and Henney. \r\n
\r\n\r\nTo learn more about the Samuel P. Hayes Research Library, contact HayesLibrary@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','content','\r\nAs a service to its users, this site provides internal and external links. Links are made known to users via text and spoken directions through the use of screen reader software.
\r\n\r\nPerkins has included links to other Web sites not associated with the School, but which have information and services that may be helpful. Perkins School for the Blind has no control over what information, if any, the third party sites may collect, or what the third parties do with such information. When leaving this site, users should read and be aware of the policy and privacy statements of the other site(s) they are visiting. Perkins assumes no responsibility for the privacy policies or information collection practices of Web sites other than its own.
\r\n\r\nPerkins is not responsible for the content or accuracy of information contained in other sites. Linkage to other sites does not imply endorsement by Perkins.
\r\n\r\nIf viewers have any questions they should email Perkins School for the Blind at Feedback@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Financial Support.','Contact Us','content',''); INSERT INTO perkins_section_parts VALUES ('Volunteer','Contact Us','photobar_name','contactmainstrip'); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','content','Continue to Vision Rehabilitation Services.'); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Rehabilitation','Elders','meta_photo','section.php?id=67'); INSERT INTO perkins_section_parts VALUES ('Opportunities.','Employment','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Helen Keller','content',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluation','Parents','sub_head','subber'); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Braille and Talking Book Library','Professional','photobar_name','professmainstrip'); INSERT INTO perkins_section_parts VALUES ('Publications','Professional','content',''); INSERT INTO perkins_section_parts VALUES ('Conferences','Professional','content',''); INSERT INTO perkins_section_parts VALUES ('Conferences','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Conferences','Professional','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Conferences','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Professional','intro',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Professional','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Professional','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press / Perkins Brailler','Professional','photobar_name','professmainstrip'); INSERT INTO perkins_section_parts VALUES ('Publications','Professional','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Publications','Professional','photobar_name','professmainstrip'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions.','Volunteer','content',''); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','meta_photo','conferences.php'); INSERT INTO perkins_section_parts VALUES ('Employment','What\'s New?','meta_photo','area.php?id=13'); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','meta_photo','news.php'); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','intro','\r\nThe following are links to Web sites of other agencies and organizations that provide library, literacy and other information resources for blind or visually handicapped readers. Perkins encourages visitors to review its Statement on Outside Links before visiting non-Perkins Web sites. \r\n
'); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Related Links','Braille and Talking Book Library','content','National Library Service For The Blind & Physically Handicapped Of The Library Of Congress \r\n
\r\nhttp://www.loc.gov/nls/\r\n
\r\nNational Library Service Union Catalog Of Braille And Recorded Materials \r\n
\r\nhttp://www.loc.gov/nls/web-blnd/advancedsearch.html\r\n
\r\nRecording For The Blind And Dyslexic \r\n
\r\nhttp://www.rfbd.org\r\n
\r\nMassachusetts Board Of Library Commissioners \r\n
\r\nhttp://www.mlin.lib.ma.us/navf.htm\r\n
\r\nDisability Resources \r\n
\r\nhttp://www.disabilityresources.org/\r\n
\r\nCINID Disability Exchange (Community Information Network For Individuals With Disabilities) \r\n
\r\nhttp://www.disabilityexchange.org\r\n
\r\nFor more information about the Perkins Braille and Talking Book Library, call 617-972-7240, 1-800-852-3133 or email Library@Perkins.org. \r\n
'); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','photobar_name','contactmainstrip'); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email.','Contact Us','content','Main Info:\r\n\r\nSwitchboard: (617) 924-3434\r\nFax: (617) 926-2027\r\nEmail: Info@perkins.org\r\n
\r\n\r\nDepartments: (617) 972 + extension\r\n
\r\n\r\nBraille + Talking Book Library (617) 972 – 7240 Library@Perkins.org
\r\nBusiness Office (617) 972 – 7214 AcctsPayable@Perkins.org
\r\nCommunity Living Services (617) 972 – 7422 CommunityLiving@Perkins.org
\r\nDeafblind (617) 972 – 7500 Deafblind@Perkins.org
\r\nDevelopment (617) 972 – 7328 Devlopment@Perkins.org
\r\nDiagnostic Evaluations/Admissions (617) 972 – 7227 Evaluations@Perkins.org
\r\nHilton/Perkins Program (617) 972 – 7220 HiltonPerkins@Perkins.org
\r\nHowe Press (617) 972 – 7308 HowePress@Perkins.org
\r\nInfant/Toddler Program (617) 972 – 7367 PreschoolServices@Perkins.org
\r\nLower School Program (617) 972 – 7279 LowerSchool@Perkins.org
\r\nOutreach Services (617) 972 – 7432 Outreach@Perkins.org
\r\nOutreach Services – Satellite Office (508) 771 - 2101 OutreachSatellite@Perkins.org
\r\nPersonnel Office (617) 972 – 7210 Recruiter@Perkins.org
\r\nPreschool Program (617) 972 – 7367 Preschool@Perkins.org
\r\nPublications (617) 972 – 7336 Publications@Perkins.org
\r\nPublic Relations (617) 972 – 7335 PublicRelations@Perkins.org
\r\nSamuel P. Hayes Research Library (617) 972 – 7251 HayesLibrary@Perkins.org
\r\nSecondary Program (617) 972 – 7236 Secondary@Perkins.org
\r\nVision Rehabilitation Services/Low Vision Clinic (617) 972 – 7296 LowVision@Perkins.org
\r\nVolunteer Services (617) 972 – 72240 Volunteers@Perkins.org\r\n');
INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','meta_photo','');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','meta_photo','employment.php');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','photobar_name','nophotobar');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','photobar_description','');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','intro','');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','sub_head','');
INSERT INTO perkins_section_parts VALUES ('Opportunities','Employment','content','');
INSERT INTO perkins_section_parts VALUES (' Volunteer Opportunities','Volunteer','content','');
INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','photobar_name','absitestrip');
INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','meta_photo','');
INSERT INTO perkins_section_parts VALUES ('Director’s Message','About Us','sub_head','Reaching Beyond Expectations');
INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email','Contact Us','meta_photo','');
INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email','Contact Us','photobar_name','contactmainstrip');
INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email','Contact Us','photobar_description','A girl with low vision writes a letter in large print. A mother and sister of a student visit the Preschool Program on Halloween. Hands of a teacher and a student communicating by tactile sign language. The Perkins tower and trees on a winter day.\r\n');
INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','photobar_description','A formal portrait of adolescent Helen Keller reading Anne Sullivan\'s lips through touch. An older Helen visits a wounded soldier in the hospital. Helen and Anne communicate tactually while sitting on a large tree branch.');
INSERT INTO perkins_section_parts VALUES ('History','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.');
INSERT INTO perkins_section_parts VALUES ('The Story','Helen Keller','content','
\r\nHelen Keller was born on June 27, 1880 in Tuscumbia, Alabama. She was the first child of Arthur Keller, a retired Confederate army captain and his second wife, Kate Adams Keller. A cheerful and outgoing baby, Helen\'s life changed forever at the tender age of 19 months.\r\n
\r\n\r\nAn illness, described at the time as \"acute congestion of the stomach and brain,\" robbed the child of her sight, hearing and speech. Later, it was believed that Helen actually survived a severe bout of encephalitis, which causes high fevers and swelling in the brain.\r\n
\r\n\r\nHelen\'s intelligence and other senses - taste and touch - were not harmed by the illness. She devised sixty different hand gestures to communicate with her family. However, by the age of six she became frustrated with her world. She threw tantrums, broke dishes and locked her mother in a closet. Relatives advised her parents to put her in an institution. Instead, they consulted inventor and family friend Alexander Graham Bell, who had expertise on the schooling of the deaf. \r\n
\r\n\r\nBell suggested the Kellers contact Perkins School - a place Kate Adams Keller was familiar with from Charles Dickens\' American Notes. Dickens\' writings about Laura Bridgman - the first known deafblind person to be educated - caught the interest of Helen\'s mother.\r\n
\r\n\r\nMichael Anagnos, the director of Perkins at the time, sent Anne Sullivan, herself a recent Perkins graduate, to become Helen\'s resident tutor. Just a month after her arrival, Anne Sullivan made a \"miracle\" breakthrough by spelling W-A-T-E-R into Helen\'s hand as water from an outdoor pump poured over her hand. Helen made the connection that everything had a name. By nightfall Helen had learned 30 words. \r\n
\r\n\r\nRapidly, Helen learned to read braille and print English in block letters. After two years in Alabama with Anne, Helen was ready to attend Perkins School. The twosome headed to Boston in 1888 and stayed there until 1893. But that was not the end of Helen\'s education. She spent several years preparing for college - including a year at the Cambridge School for Young Ladies - before entering Radcliffe College in 1900. She graduated cum laude in 1904, the first deafblind person to earn a bachelor of arts degree. A year before graduation, Helen wrote her first book with the help of editor John Albert Macy - The Story of My Life.\r\n
\r\n\r\nShe went on to publish 14 books, visit 35 countries on five continents, and meet every U.S. president for decades. Although Anne Sullivan married John Macy, Helen continued to live with them and the two remained companions. They traveled the lecture circuit together for years. As Sullivan grew older, she worried about who would care for Helen. She trained a household worker, Polly Thompson, to care for Helen. Polly later assumed the role full time in 1936 upon Sullivan\'s death. \r\n
\r\n\r\nShortly before her own death in 1968 at the age of 87, Helen Keller told a friend, \"Through these dark and silent years, God has been using my life for a purpose I do not know. But one day I shall understand and then I shall be satisfied.\"\r\n
\r\n\r\nSOURCE NOTE: For Keller\'s own account of her life and work, see her autobiographies:\r\nThe Story of My Life (New York: Andor, 1976) and Midstream: My Later Life (New York: Greenwood, 1968).\r\n
'); INSERT INTO perkins_section_parts VALUES ('The Story','Helen Keller','sub_head','Helen Keller Story'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','photobar_name','hkellermainstrip'); INSERT INTO perkins_section_parts VALUES ('Financial Support','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES (' Volunteer Opportunities','Volunteer','sub_head',''); INSERT INTO perkins_section_parts VALUES (' Volunteer Opportunities','Volunteer','intro',''); INSERT INTO perkins_section_parts VALUES (' Volunteer Opportunities','Volunteer','photobar_description',''); INSERT INTO perkins_section_parts VALUES (' Volunteer Opportunities','Volunteer','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','photobar_description','Description to be added'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','intro',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Howe Press/Perkins Brailer','content',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','content','\r\nTalking books and playback machines are loaned to eligible Perkins Library patrons and \r\nmailed postage-free. Specialized playback equipment is required to use talking books \r\nbecause they are recorded at a special, slower speed than standard cassette tapes and \r\ncontain four tracks for continuous play. Standard commercial cassette players will not \r\nplay talking books. \r\n
\r\n\r\nIn addition to playback machines, Perkins Braille and Talking Book Library can also \r\nprovide accessories to meet an individual\'s special needs. This equipment includes:\r\n
\r\n\r\nTo become a registered Perkins Library user, please review the Service Eligibility \r\nGuidelines and download the Application for Library Service. For specific questions \r\nabout playback equipment and accessories, contact the Library at 617-972-7240, 1-800-852-3133 or Library@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','intro',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Howe Press/Perkins Brailer','content',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Braille and Talking Book Library','content','\r\nPerkins Braille and Talking Book Library has a collection of unabridged classics, \r\nbiographies, popular fiction, and non-fiction books often assigned by schools, as well as a \r\nvariety of magazines for children and young adults. These materials are available to \r\nPerkins students as well as other eligible youth in Massachusetts. \r\n
\r\n\r\nThe Perkins Library tries to provide requested titles to students, teachers and school \r\nsystems as quickly as possible. Requests for specific titles should be submitted to the \r\nLibrary at least two weeks in advance. If a book is unavailable, the Library will try to \r\nduplicate it on cassette or obtain it through inter-library loan. Registered Library patrons \r\nwho would like to request a title can search Available Materials. To register for Library \r\nServices, please review the Service Eligibility Guidelines and complete the Application\r\nfor Library Service.\r\n
\r\n\r\nDuring the summer months, the Library continues to encourage the \"joy of reading\" among its young patrons. Readers ages 5-19 can participate in the Perkins Braille and Talking Book Library Summer Reading Program, which runs annually from June to August. After \r\nregistering, each participant receives a packet of activity sheets and a bibliography for \r\nrecommended reading. At the end of the program a party is held to celebrate each \r\nreader\'s accomplishments and to present awards to those who read the most. Each year, \r\nthe program\'s theme changes, to coordinate with the statewide public library\'s theme so that the Perkins \r\nLibrary participants read the same books their classmates do. The Summer Reading \r\nProgram is generously funded by The Friends of the Perkins Braille and Talking Book \r\nLibrary. \r\n
\r\n\r\nTo learn more about library services for students, please contact the Youth Services Librarian at 617-972-7240, 1-800-852-\r\n3133 or email Library@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','photobar_description','Description to be Added.'); INSERT INTO perkins_section_parts VALUES ('Service Elegibility Guidelines','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Reference Services','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Reference Services','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Reference Services','Braille and Talking Book Library','content','\r\nThe Perkins Braille and Talking Book Library has the expertise of a trained reference librarian to assist patrons with questions and requests for specialized information. Most questions can be researched and answered within two to three business days, however questions involving more in-depth research may require more time. The results of the librarian\'s research can be provided in the format most easily utilized by the borrower, including large print, braille, computer disk or email.\r\n
\r\n\r\nFor specific questions or assistance, just ask the reference librarian at \r\nReferenceLibrarian@Perkins.org or call 1-800-852-3133 or 617-972-7240.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Special Music Services','Braille and Talking Book Library','content','\r\nMusic materials in braille, large print and cassette formats are provided to interested \r\nPerkins Braille and Talking Book Library patrons through the National Library Service \r\nfor the Blind and Physically Handicapped (NLS) of the Library of Congress. The NLS \r\nhas a special centralized library for musicians with disabilities featuring a collection of \r\nmore than 30,000 books, musical scores and instructional recordings. \r\n
\r\n\r\nThe NLS program acts as a supplement to commercial musical recordings which are \r\nreadily available from stores and local public libraries. With permission from composers \r\nand publishers, the NLS produces music scores in braille and large print formats. \r\nMagazines and books about music and musicians are available in large print, braille and \r\nrecorded formats. Audio courses for beginning guitar, piano, organ, accordion, recorder, \r\nand voice have also been specifically developed for the NLS program.\r\n
\r\n\r\nRegistered patrons interested in receiving music materials can contact the Library at 617-\r\n972-7240, 1-800-852-3133 or e-mail Library@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Special Music Services','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Special Music Services','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','content','\r\nAnnual catalogs informing registered patrons of the new books and magazines added to the Perkins Library collection are mailed by request. Catalogs are available in a variety of formats, including large print, cassette, braille, and computer diskette. \r\n
\r\n\r\nLibrary users can also receive free subscriptions to two magazines which assist patrons with selecting and ordering reading materials. Talking Book Topics and Braille Book Review are published bimonthly by the Library of Congress and list recent additions to the national braille and talking book collection. These titles are available through Perkins Library. \r\n
\r\n\r\nSpecial subject bibliographies, which list books by subject, are also available to assist \r\nPerkins\' borrowers in choosing items of interest. \r\n
\r\n\r\nTo receive more information about special catalogs and bibliographies, call the Library at
\r\nAnnual catalogs informing registered patrons of the new books and magazines added to \r\nthe Perkins Library collection are mailed by request. Catalogs are available in a variety of \r\nformats including large print, cassette, braille or computer diskette. \r\n
\r\n\r\nLibrary users can also receive free subscriptions to two magazines which assist patrons \r\nwith selecting and ordering reading materials. \"Talking Book Topics\" and \"Braille Book \r\nReview\" are published bimonthly by the Library of Congress and list recent additions to \r\nthe national braille and talking book collection. These titles are available through \r\nPerkins’ Library. \r\n
\r\n\r\nSpecial subject bibliographies, which list books by subject, are also available to assist \r\nPerkins’ borrowers in choosing items of interest. \r\n
\r\n\r\nTo receive more information about special catalogs and bibliographies, call the Library at \r\n617-972-7240,1-800-852-3133 or email Library@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Conferences','What\'s New?','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','sub_head','Low Vision Clinic'); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','content','Perkins Outreach Vision Rehabilitation Services is dedicated to helping visually handicapped individuals of all ages make optimal use of their remaining sight through its Low Vision Clinic and community-based services.\r\n
\r\nPerkins Low Vision Clinic provides clinical vision examinations to assess an individual\'s visual function, develops appropriate therapies to address his or her needs and offers education and rehabilitation recommendations. The clinic, located on the Perkins campus, is staffed by a dedicated Vision Rehabilitation Team. Working side-by-side, pediatric and vision rehabilitation optometrists from the New England Eye Institute and Perkins\' certified low vision therapists (LVT), orientation and mobility (O and M) instructors, teachers of the visually impaired (TVI) and rehabilitation teachers (RT) use a transdisciplinary approach to serve children and adults who have multiple disabilities including physical, cognitive, communication, hearing, or special behavioral needs.\r\n
\r\n\r\nAfter a clinical exam, Perkins can provide visual-skills training and techniques in or outside of the clinic to help people with unique eye conditions including:\r\n
\r\n\r\nThe training and techniques, which include eccentric viewing, blur interpretation, scanning, tracking, and tracing, can help people to use their remaining vision in a more effective way.\r\n
\r\n\r\nThrough its optical device loan program the Low Vision Clinic also provides individuals optical, nonoptical and electronic vision devices free of charge. These can include special reading lamps, closed-circuit TVs (CCTVs), magnifying glasses, or high-contrast (black and white) household items. \r\n
\r\n\r\nIn addition to the Low Vision Clinic, Perkins Vision Rehabilitation Services offers community-based assessments for infants, toddlers, school-age children, adults, and elders who are visually handicapped and may have multiple disabilities. Some of the services the program provides include:\r\n
\r\n\r\nFor more information about Outreach Vision Rehabilitation Services and the Low Vision Clinic contact LowVision@Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','intro',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Elders','content','Continue to Vision Rehabilitation Services.'); INSERT INTO perkins_section_parts VALUES ('Corporate Matching Gifts','Financial Support','photobar_name','finsupportmainstrip'); INSERT INTO perkins_section_parts VALUES ('Corporate Matching Gifts','Financial Support','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Corporate Matching Gifts','Financial Support','content','Perkins School for the Blind has been selected by many companies and organizations to receive matching gifts. A \r\ngift from you may be matched by your employer - thus doubling, or sometimes tripling, the \r\ncontribution you invest in helping others! If you or your spouse work for, or are retired from, a \r\ncompany that has a matching gift program, you can contribute as much as you wish to Perkins \r\nand then ask your employer to be at least as generous as you are!\r\n
\r\nThe following companies have generously matched their employee gifts in the past year:\r\n
\r\n3Com Corporation
\r\nADC Foundation
\r\nAetna Foundation, Inc.
\r\nAGFA Corporation
\r\nAIM Foundation
\r\nAltran Corporation
\r\nArkwright Foundation, Inc.
\r\nBank of America
\r\nBankBoston
\r\nBristol-Myers Squibb Foundation, Inc.
\r\nChampion International Corporation
\r\nCIGNA Foundation
\r\nCOMPAQ Computer Corporation
\r\nComputer Associates International, Inc.
\r\nEastern Enterprises Foundation
\r\nEcolab Foundation, Inc.
\r\nFidelity Foundation
\r\nFidelity Charitable Gift Fund
\r\nFiduciary Trust Company
\r\nFleetBoston Financial Foundation
\r\nGC Companies, Inc.
\r\nGenuity
\r\nGillette Company
\r\nGrantham, Mayo, Van Otterloo & Company
\r\nHarcourt General, Inc.
\r\nHoughton Mifflin Company
\r\nInternational Business Machines Corporation
\r\nIkos Systems
\r\nJohn Hancock Financial Services, Inc.
\r\nThe Journal of Bone and Joint Surgery
\r\nJulian Crane & Equipment Corp.
\r\nLotus Development Corporation
\r\nLucent Technologies
\r\nMassachusetts Financial Services Company
\r\nMassachusetts Mutual Life Insurance Co.
\r\nMillipore Foundation
\r\nMitsubishi Electric Research Laboratories, Inc.
\r\nMobil Foundation, Inc.
\r\nMotorola Foundation
\r\nThe Nash Foundation
\r\nNew England Business Service, Inc.
\r\nNew England Electric Systems
\r\nNortel Networks
\r\nNorton Company Foundation
\r\nPhilip Morris Companies, Inc.
\r\nPitney-Bowes
\r\nPolaroid Fund
\r\nThe Prudential Foundation
\r\nThe Stanley Works
\r\nState Street Research
\r\nStone & Webster Engineering Corporation
\r\nStride Rite Charitable Foundation
\r\nThomson Financial
\r\nThe Times Mirror Foundation
\r\nUnilever United States Foundation, Inc.
\r\nVelcro USA Inc.
\r\n
\r\nTo find out if your employer participates in a corporate gift-matching program, contact your \r\ncompany\'s personnel office and ask for a corporate matching gift form. Your form may be \r\nmailed to:\r\n
\r\n\r\n
Development Office\r\n'); INSERT INTO perkins_section_parts VALUES ('Corporate Matching Gifts','Financial Support','photobar_description','A female staff member and a young male student pause to chat on the playground. A girl with low vision uses a magnifier to read with the help of her teacher. A teenage boy leans on a male staff member as they walk across the grass during gym class. The back of a person walking along the path by Lower School.\r\n'); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailer','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailer','intro',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailer','content','
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472
\r\nCreated in the early 1820’s, braille is one of the most important developments in the education of the blind. Today braille is the standard reading and writing system for the blind. The system was quickly embraced by blind people as a more effective and efficient way of communicating. At first, some sighted teachers were not as accepting. Braille is not legible to sighted people and the system required educators to learn a new alphabet. Teachers at that time also worried that by using braille, which appeared to be a mysterious code, blind people might be set apart from the rest of the community.\r\n
\r\n\r\nBraille was created by a young Frenchman named Louis Braille, a student at a school for the blind in Paris. In 1821, Captain Charles Barbier visited the school and demonstrated a system of writing he had developed to help soldiers pass instructions at night without using light. The night-writing system consisted of a \"cell\" made up of twelve raised dots. These dots could be arranged in different patterns to represent different sounds. Louis Braille realized that simplifying the cell to a rectangle of six dots, two dots across and three dots high, could enable a fingertip to interpret the dots with one touch and move rapidly to the next cell.\r\n
\r\n\r\nWorking with fellow students at the school, Braille developed his six-dot cells to represent letters of the alphabet, numbers and punctuation marks. He continued to work on the system for years, creating different codes for math and music.\r\n
\r\n\r\nUnlike previous systems, braille also offered those who are blind the opportunity to write. Braille is written on heavy paper either using a slate and stylus or a braille-writing machine (brailler). Using the slate and stylus is similar to printing with a pen or pencil. A stylus comes in a variety of sizes and styles, some resembling a pencil, and is used to push dots down through the paper. The slate, which serves as the guide, can be made of metal or plastic and is hinged so that it guides the writer on both sides of the paper.\r\n
\r\n\r\nBraille can also be written with a brailler. Like a modified typewriter, a brailler has a keyboard of six keys, each representing a dot within a braille cell. By pushing various combinations of the keys, the brailler produces different letters of the alphabet and other braille symbols.\r\n
\r\n\r\nLouis Braille’s fellow students immediately accepted the braille system and the first braille book was published in 1827. In 1854, his school adopted braille as its official system. A universal English braille-code was not adopted until 1932 when U.S. and British agencies for the blind agreed upon a standardized system.\r\n
\r\n\r\nAlso helping to increase the availability and usage of braille was the invention of the Perkins Brailler. In 1951 David Abraham, a woodworking teacher at Perkins, created a portable, less expensive alternative to traditional braille-writing machines. Since its invention, the Perkins brailler has become the standard prototype for brailling machines around the world.\r\n
\r\n\r\nGradually, braille has been accepted as the standard reading and writing system for the blind. Today, braille is used in nearly every country of the world and has been adapted for almost every known language.\r\n
\r\n\r\nBraille is a critical skill for people who are blind. More than 70 percent of blind people who do not have braille skills are unemployed. In contrast, 85 percent of those who are braille literate hold jobs.\r\n
'); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','photobar_name','braillermainstrip'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('International Services','International Programs','intro',''); INSERT INTO perkins_section_parts VALUES ('Worldwide Locations','International Programs','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Worldwide Locations','International Programs','content','To find out more about our International Services, or to request assistance, staff members \r\ncan be contacted from the following list:
\r\nCentral Office
\r\nHilton/Perkins Program
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472\r\n
\r\nMichael Collins
\r\nDirector
\r\nTelephone 617-972-7221
\r\nEmail: Michael.Collins@Perkins.org\r\n
\r\nCafer Barkus
\r\nEducational Leadership Program
\r\nTel: 617-972-7511
\r\nEmail: ELP@Perkins.org\r\n
\r\nDennis Lolli
\r\nEastern Europe Programs
\r\nTel: 617-972-7262
\r\nE-mail: Dennis.Lolli@Perkins.org\r\n
\r\nStephen Perreault
\r\nLatin America Program and Services to Parents
\r\nTel: 617-972-7359
\r\nE-mail: Stephen.Perreault@Perkins.org\r\n
\r\nMarianne Riggio
\r\nAsia/Pacific Programs and National Technical Assistance
\r\nTel: 617-972-7264
\r\nE-mail: Marianne.Riggio@Perkins.org\r\n
\r\nW. Aubrey Webson
\r\nAfrica and Caribbean Programs
\r\nTel: 617-972-7534
\r\nE-mail: Aubrey.Webson@Perkins.org\r\n
\r\nRegional Offices\r\n
\r\n\r\nAsia/Pacific
\r\nKirk Horton
\r\nRegional Representative
\r\nFoundation for the Blind
\r\n420 Rajavithi Road
\r\nBangkok 10400
\r\nThailand
\r\nTelephone: 66-246-0070
\r\nFax: 66-248-1369
\r\nEmail: panna@mozart,inet.co.th\r\n
\r\nLatin America (Spanish language spoken)
\r\nGraciela Ferioli
\r\nRegional Representative
\r\nIndepencia 378
\r\nPlanta Baja-D, Centro
\r\n5000 Cordoba
\r\nArgentina
\r\nTelephone: 54-51-234-741
\r\nFax: 54-51-234-741
\r\nEmail: hperkins@satlink.com
\r\nSpanish Web site: http://www.satlink.com/usuarios/h/hperkins\r\n
\r\nTo learn more about the services the Hilton/Perkins Program makes available in the United \r\nStates, contact:\r\n
\r\n\r\nHilton/Perkins Program
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472
\r\n
\r\nMichael Collins, Director
\r\nTelephone: 617-972-7221
\r\nEmail: Michael.Collins@Perkins.org\r\n
\r\nStephen Perreault
\r\nSupport to National Family Association of the Deafblind and NAPVI State Parent Organizations
\r\nTelephone: 617-972-7359
\r\nEmail: Stephen.Perreault@Perkins.org\r\n
\r\nMarianne Riggio
\r\nEarly Intervention
\r\nTelephone: 617-972-7264
\r\nEmail: Marianne.Riggio@Perkins.org\r\n
\r\nAs with International Services, Hilton/Perkins staff activities in the United States are also designed to help Parents, Teachers and other organizations and professionals learn how better to provide for children who are multihandicapped blind or deafblind. Hilton/Perkins staff members have expertise to address the needs of infants, school-aged children and young adults transitioning from school programs. \r\n
\r\n\r\nThe Hilton/Perkins Program gathers data and develops curriculum, literature and materials for dissemination to parents and professionals nationally and internationally. Additionally, resources and information are also available through the DB-LINK (www.tr.wou.edu/dblink/), a national clearinghouse on deafblindness co-sponsored by the Hilton/Perkins Program and other organizations.\r\n
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Hayes Research Library','Students','content',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Listing','Publications','photobar_name','publicatmainstrip'); INSERT INTO perkins_section_parts VALUES ('Listing','Publications','photobar_description','Photograph. The cover photo of the publication Remarkable Conversations showing a deafblind boy and girl feeling a tree branch with a staff member. An interior photo from the publication In Celebration of Grandparenting in which a grandmother reads to her grandchild. A young girl with glasses reads a large print book as sun streams in through the window behind her. A stack of regular print books.'); INSERT INTO perkins_section_parts VALUES ('Listing','Publications','intro','\r\nPerkins is committed to producing publications that provide information and resources for people who work with or care for people who are blind, deafblind, multihandicapped, or have low vision.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Listing','Publications','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Listing','Publications','content','Perkins Activity and Resource Guide - A handbook for teachers and parents of students with visual and multiple disabilities (1992)
\r\n**Temporarily out of print**
\r\nProject Coordinator: Marianne Riggio
\r\nPrincipal Authors: Kathy Heydt, Mary Jane Clark, Charlotte Cushman, Susan Edwards, and Monica Allon
\r\nContributing Authors: Judith E. Bevans, Dennis Lolli, Vickie R. Brennan, Flo Ryu, and Alex Truesdell
\r\nPrice: $65.00
\r\nThis two-volume guide contains hundreds of pages of practical suggestions for instructional activities for young children who are visually handicapped with multiple handicaps. Each section has been authored by specialists in the subject area. Organized into sections for each instructional domain, and in loose-leaf format for easy pullout of sections, the guide is very user-friendly.
Blind and Visually Impaired Students - Educational service guidelines (1999)
\r\nEditors: Dr. Gaylen S. Pugh and Dr. Jane Erin
\r\nPrice: $20.00
\r\nDeveloped in cooperation with the Hilton/Perkins Program and the National Association of State Directors of Special Education, this document describes essential program elements and features which must be considered when designing appropriate services for students who are blind or visually handicapped, including those students with additional disabilities. It is intended to provide assistance to state and local education agencies, service providers, and parents.
Classroom Collaboration (1997)
\r\nAuthor: Laurel J. Hudson, Ph.D.
\r\nPrice: $20.00\r\n
Intended for public school teams working with primary (elementary) students who have significant visual handicaps, Classroom Collaboration serves as a guide to develop roles and systems to promote the most harmonious and effective partnership throughout the training and planning process.
Competencies for Teachers of Learners Who Are Deafblind (1997)
\r\nAuthors: Barbara McLetchie and Marianne Riggio
\r\nPrice: $5.00
\r\nThis publication addresses the knowledge and skills, above those general competencies required of any teacher of children with special needs, required by teachers of children who are deafblind in order to provide their students with quality educational opportunities.
Competencies for Paraprofessionals Working with Learners Who Are Deafblind in Early Intervention Settings (2001)
\r\nAuthors: Marianne Riggio and Barbara A.B. McLetchie
\r\nPrice: $5.00\r\n
This publication addresses the knowledge and skills that a paraprofessional must have in order to assist in implementing quality programs and in enhancing the quality of life for learners who are deafblind within early intervention and educational settings.
Empowerment of the Blind - A handbook for organizations of and for the blind and visually impaired (1997)
\r\nAuthor: W. Aubrey Webson
\r\nPrice: $12.00\r\n
This handbook is designed for people in developing countries who work with organizations of and for the blind and visually handicapped. It is a guide for organizational development initiatives with an emphasis on the inclusion of blind people in all aspects of their organizations. It is also a guide and reference for those who work on behalf of blind people.
Equals in Partnership - Basic rights for families of children with blindness or visual impairment (1997)
\r\nAuthors: Pamela Crane, Diana Cuthbertson, Kay Alicyn Ferrell, Ph.D., and Hazel Scherb
\r\nPrice: $15.00
\r\nThis handbook compiles educational advocacy materials to help parents better understand the unique needs of children who are blind or visually handicapped, and to assist them in accessing appropriate services for their children.
Horticulture Therapy Brochure (1993)
\r\n**Out of Print**
\r\nEditors: Deborah Krause, Louise Mack, Christa Gicklhorn, and Lynne Rosen
\r\nPrice: $10.00
\r\nThis publication describes the various ways in which horticulture therapy can be integrated into the curriculum for children with visual or multiple handicaps. Perkins horticulture program is described in some detail, complete with photographs, illustrations and practical examples of some of the adapted activities and equipment that are used.
In Celebration Of Grandparenting - For grandparents of children with visual impairments (2000)
\r\nAuthor: Debra K. Chaupuis
\r\nPrice: $15.00
\r\nThis book is for grandparents of children with visual handicaps and perhaps with additional disabilities. It is intended to address possible concerns and to help appreciate some of the unique joys of grandparenting a child with visual handicap.
Remarkable Conversations - A guide to developing meaningful communication with children and young adults who are deafblind (1999)
\r\nEditors: Barbara Miles and Marianne Riggio
\r\nPrice: $35.00
\r\nThis book is a practical guide for teachers, family members and others who play a critical, direct role in the lives of children who are deafblind. The beginning chapters lay the foundation for the development of instructional programs for children who are congenitally deafblind or who have become deafblind early in life. Later chapters look more specifically and sequentially at the nuts and bolts of providing meaningful experiences for these learners. The final chapters address some of the underlying issues that are fundamental to providing personalized educational services for infants, children and young adults who are deafblind.
Congenital Rubella Syndrome: Health Care Challenges - A guide for parents and professionals* (1991)
\r\n*Also available in Spanish
\r\nAuthor: Steven Parker, M.D., Boston University School of Medicine in collaboration with parents and professionals from Perkins School for the Blind, Helen Keller National Center and St. Luke\'s - Roosevelt Hospital
\r\nPrice: No Charge
\r\nThe purpose of this brochure is to inform parents, health professionals and other service providers of the unique medical issues experienced by some individuals with congenital rubella syndrome (CRS).
Sordoceguera: Lecturas selectas sobre educación para sordociegos
\r\nAuthor: Gloria Rodriguez Caicedo
\r\nPrice: $10.00
\r\nThis handbook, written in Spanish, provides a basic overview of the early communication and teaching methods to be used with young deafblind children when first starting a program for the population. Complete with illustrated Costa Rican signs.
Suggestions for Modifying the Home and School Environment - A handbook for parents (1996)
\r\nAuthors: Flo Peck and Dennis Lolli
\r\nPrice: $5.00
\r\nThis handbook is designed for parents and teachers of children with dual sensory handicaps and other physical limitations. It contains practical, affordable and easily implemented suggestions for enhancing a child\'s learning and mobility by making the environment more visible.
To learn more about Perkins publications or to place an order, contact Publications and Public Relations at 617-972-7336. Purchase Orders may be faxed to 617-972-7334 and requests may be mailed to:\r\n\r\n
Publications and Public Relations\r\n\r\n'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Students','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Students','intro',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Students','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Students','meta_photo','section.php?id=73'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','intro',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','meta_photo','section.php?id=73'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Parents','content',''); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','meta_photo','calendar.php'); INSERT INTO perkins_section_parts VALUES ('Perkins in the News','What\'s New?','content',''); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','meta_photo','customize.php'); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','photobar_description','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.'); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Students','photobar_name','studmainstrip'); INSERT INTO perkins_section_parts VALUES ('On Campus','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('On Campus','Students','content','
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472
\r\nOver 200 students populate Perkins\' residential and day programs, thriving on the guidance of an exceptional interdisciplinary team of highly trained teachers, clinicians, residential and support staff, as well as benefiting from interaction with peers. \r\n
\r\n\r\nCommitted to developing each child\'s maximum level of self-reliance and independence, Perkins\' teaching staff design a customized educational program for each student. Through Perkins Preschool, Lower School, Secondary and Deafblind programs, students experience a wide range of skill-building activities, ranging from physical and language therapy to prevocational training and independent living skills. Enrollment options for age-appropriate academic work range from ungraded classes to an accredited traditional high school program.\r\n
\r\n\r\nPerkins\' educational program is also complemented by participation in group activities such as scouting, chorus, plays, and horticultural projects in the School\'s greenhouse and gardens.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Director’s Biography','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Mission','About Us','content','\r\n\"Perkins School for the Blind is committed to helping children and adults who are blind, visually handicapped, deafblind, and multihandicapped reach their greatest possible independence.\"\r\n
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\r\n\r\n- A parent on Perkins Infant / Toddler Program\r\n
'); INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','photobar_description','An angled view of the top of the Perkins tower. A view of Perkins\' snow-covered campus. A small group of teenage students and staff bask in the sunlight. A view of snow-covered residential cottages.'); INSERT INTO perkins_section_parts VALUES ('International Services','International Programs','sub_head',''); INSERT INTO perkins_section_parts VALUES ('International Services','International Programs','content','\r\nThe Hilton/Perkins Program is committed to supporting programs for children who are multihandicapped blind or deafblind in developing countries around the world, especially Africa, Asia, the Caribbean, Eastern Europe and Latin America. \r\n
\r\n\r\nHilton/Perkins International Services are extraordinarily effective because they are organized under the principle that we support agencies to develop independent, self-sustaining services. Hilton/Perkins staff provide the training, consultation and technical expertise to enable educators, local communities, schools, and family members to develop, establish and expand their own programs for children in need. Occasionally, grants are made to local projects, but it is primarily the responsibility of the communities to provide the basic operational program costs, including buildings and staff. \r\n
'); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('Mission','International Programs','photobar_description','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.'); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','photobar_description','A young boy and a staff member in a small carriage led by a pony. A staff member adjusts a teenage boy\'s cane position during an orientation and mobility lesson. Four students smile broadly while wearing protective helmets and paddling in a raft on a river. Close up view of the Northeast building\'s Outreach tower.'); INSERT INTO perkins_section_parts VALUES ('Weekends / Vacation','Outreach','intro','\r\n\"Besides learning how to ask for help -- with directions, calling a cab and\r\nfinding out bus routes -- I also learned how to get along with my peers.\"
\r\n\r\n-A teenager in Perkins Outreach Program
'); INSERT INTO perkins_section_parts VALUES ('Weekends / Vacation','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Weekends / Vacation','Outreach','content','Outreach Weekends/Vacation programs are offered to public school students who are blind or visually impaired. Elementary, junior high and high school students take part in these day, weekend and week-long social, recreational, vocational and independent living activities. The programs are a huge hit with participants due both to the fun activities as well as the chance to share experiences with peers who are also blind or visually handicapped. This socialization is especially important for those who may be the only visually handicapped student in their school.
\r\n\r\n\r\nOutreach weekend programs are usually planned according to age groupings. In addition to offering basic skills training, physical activities, cooking and creative arts, many weekends have a specific theme or focus. For example, to help high school students explore career opportunities, \"Vocational Exploration Weekend\" has students complete a career interest inventory and participate in simulated job interviews and seminars. \"Sports Weekend\" at the Northeast Regional Games for the Blind in Pennsylvania offers students a chance to compete and participate in clinics for swimming, goalball, track and field, wrestling, tandem cycling and more. \"Weekend for Students with Albinism\" offers a chance to share experiences and resources with other students who have the same condition.\r\n
\r\n\r\n\"April Vacation Theater\" is a great opportunity for students, grades seven through twelve, who have shown interest in theater and those that have been reluctant to try theater in their local school or community. Classes in basic acting techniques, on-stage experiences and rehearsals for a public performance help students with their creative development, artistic expression and self-confidence.
\r\n\r\nOutreach Weekends/Vacation programs also offer opportunities for travel and adventure that may not otherwise be available to these students. Elementary students may travel by public transportation to explore Boston, teens may go on a whale watch during a nature trip to Cape Cod, or students of all ages may participate in high adventure activities such as white water rafting or rock climbing. Each year, a week-long trip to Space Camp at the U.S. Space and Rocket Center in Alabama educates students about aviation and the space program through lectures, simulations of space missions and teamwork activities.
\r\n\r\nFor further information about the Outreach Weekends/Vacation Programs contact Outreach@Perkins.org.
\r\n'); INSERT INTO perkins_section_parts VALUES ('Training for Professionals','Outreach','photobar_name','outreachmainstrip'); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Elders','Outreach','content',''); INSERT INTO perkins_section_parts VALUES ('Samel P. Hayes Research Library','Professional','photobar_description','A male Perkins professional tests the vision of a female toddler with the help of her mother. A staff member swings a young boy with glasses in her arms outside. A mother, grandfather and a baby at a Perkins conference. A snow-covered Hilton building.'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','intro',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailer','content','\r\nDr. Samuel Gridley Howe, the first director of Perkins, believed it wasn’t enough for \r\npeople who are blind to be read to by others. He devoted his life’s work to making sure \r\nthat blind and visually handicapped people throughout the world could read and enjoy \r\nbooks.\r\n
\r\n\r\nAs he embarked upon his challenge as director of the first school for the blind in the \r\nUnited States, Howe took a three-week tour to see how European countries taught people who were blind. He realized there was a critical shortage of embossed books, due to the high cost of \r\nproducing them. Howe bought four of these specialized books for Perkins, but the large \r\nraised letters made the books as bulky as they were expensive. Howe began to dream of \r\nestablishing a separate printing department on Perkins campus, that would be later become Howe Press. \r\n
\r\n\r\nBy 1835, Howe opened the Perkins Printing Department, providing books to his students \r\nand others who were visually handicapped. He created the Boston Line Type, his own \r\nmore narrow, slender typeface. Although this system was easier for people with sight to \r\nread and was less costly and cumbersome to produce, users still had difficulty writing. \r\nThe school continued to use this system for 50 years until the creation of the Perkins \r\nbrailler at Perkins revolutionized communication for the blind. \r\n
\r\n\r\nIn the 1930’s the director at the time, Dr. Gabriel Farrell asked David Abraham, a \r\nwoodworking teacher at Perkins to create a machine that would make braille more \r\naccessible for the blind. Abraham, who had experience working with machines at his \r\nfather’s factory in England, worked for years before coming up with the prototype. First \r\nproduced in 1951, the Perkins brailler is a durable, inexpensive alternative to conventional \r\nbrailling machines. Today, the Perkins brailler is the standard model worldwide and Howe \r\nPress has manufactured more than 280,000 machines. \r\n
\r\n\r\nIn addition to the Watertown site, Perkins Howe Press has Brailler assembly plants in \r\nEngland, India and South Africa. The Perkins brailler has been sold to people in more \r\nthan 170 countries and is a vital tool in worldwide braille literacy. \r\n
\r\n\r\nFor more information about the Howe Press Perkins Brailler, contact (617) 972-7308 or \r\nemail HowePress@Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailer','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Service Eligibility Guidelines','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Service Eligibility Guidelines','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Service Eligibility Guidelines','Braille and Talking Book Library','content','\r\nReceiving free services through Perkins Braille and Talking Book Library is easy. \r\nIndividuals who meet one or more of the following eligibility guidelines can register with \r\nthe Library to receive braille and talking book services.\r\n
\r\n\r\nLibrary services are available for Massachusetts residents who:\r\n
\r\n\r\nInstitutions including schools, libraries, nursing homes, hospitals, and organizations that \r\nprovide services to people with visual or physical disabilities are also eligible to receive \r\nPerkins Library services.\r\n
\r\n\r\nTo become a registered Library user, download the Application for Library Service or \r\nrequest an application by calling 617-972-7240 or 1-800-852-3133. Applications are also \r\navailable by emailing a request to Library@Perkins.org. \r\n
\r\n\r\nAll applications must be signed and certified by a professional such as a doctor, \r\nophthalmologist, registered nurse, librarian, or social worker. The completed application \r\nand authorization form should be returned to:\r\n
\r\n\r\nBraille and Talking Book Library
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472-2790\r\n
\r\nThe Application for Library Service and the Magazine Order Form are available for download in PDF format using Adobe Acrobat. These service forms can also be requested by contacting Perkins Braille and Talking Book Library at 617-972-7240, 1-800-852-3133 or Library@Perkins.org.\r\n
\r\n\r\nCompleted forms may be mailed to:\r\n
\r\n\r\nBraille and Talking Book Library
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472-2790\r\n
\"For the first time in Stephen\'s life, he was around people who believed in him as much as we did.\"
\r\nDenise Yerardi, Parent of a student in Perkins Secondary Program\r\n
\r\n\"People are always interested in understanding the ways I am able to communicate, and I love to share that with them.\"
\r\nJaimi Lard, Deafblind Program Alumna and Spokesperson for Perkins\r\n
\r\n\"I believe miracles happen through people and I see the entire staff at Perkins helping Rebecca become the person she is destined to be, but for right now I appreciate that she\'s a little kid who loves her school.\"
\r\nBarbara Slattery, Parent of a child in Perkins Lower School Program \r\n
\r\nThe following are some of the Volunteer Program\'s most frequently asked questions. For more information contact the Volunteer Program at 617-972-7224 or Volunteers@Perkins.org. \r\n\r\n
1. Who can volunteer at Perkins?.\r\n
2. What types of people does Perkins serve?.\r\n
3. Do volunteers need to have prior experience working with people who are visually handicapped?.\r\n
4. What types of volunteer positions are available?.\r\n
5. What types of volunteers does Perkins need most?.\r\n
6. Does Perkins require a time commitment from its volunteers?.\r\n
7. How does someone apply to be a volunteer?.\r\n
8. Do all the volunteer opportunities involve working with children who are handicapped?.\r\n
9. Are all of the volunteer opportunities located on campus?.\r\n
10. Are volunteers subject to background checks?.\r\n
11. Do volunteers select their own assignments?.\r\n
12. How many volunteers does Perkins have?.\r\n
13. Who runs the Volunteer Program?.
\r\n1. Who can volunteer at Perkins?\r\n
\r\n\r\nAlmost anyone dedicated to making a difference in the lives of others can volunteer at Perkins. Perkins accepts volunteers from a variety of backgrounds and experience including students, people from the business community, stay-at-home moms and retirees. People who are blind, visually handicapped or otherwise handicapped also volunteer at Perkins. Back to top\r\n
\r\n\r\n\r\n2. What types of people does Perkins serve?\r\n
\r\n\r\nPerkins School for the Blind provides services and programs to individuals who are visually handicapped, blind, deafblind, and multihandicapped. Clients live throughout New England and range in age from infants to elders. Back to top\r\n
\r\n\r\n\r\n\r\n3. Do volunteers need to have prior experience working with the handicapped?\r\n
\r\n\r\nNo. All volunteers must attend an orientation session and receive in-service training detailing their specific tasks. To ensure volunteers are comfortable with their assignment, Perkins asks that they perform a duty at least three times before making a long-term commitment. Back to top\r\n
\r\n\r\n\r\n\r\n4. What types of volunteer positions are available?
\r\nThere are a variety of ways volunteers are involved at Perkins. Volunteers can serve as classroom aides to students, provide community-based help to seniors, record talking books for Perkins Braille and Talking Book Library, or provide Perkins staff with administrative and clerical support. For a complete list, review the positions in Volunteer Opportunities. Back to top\r\n
\r\n\r\n5. What types of volunteers does Perkins need most?
\r\nPerkins\' need for volunteers varies throughout the year, depending on the activities or programs being offered by the School. For example, at the start of the school year, Perkins Infant/Toddler program always has a large need for volunteers. Other staff members assess their needs and request volunteers a few weeks or months after school has started. Back to top\r\n
\r\n\r\n6. Does Perkins require a time commitment from its volunteers?
\r\nYes. Although Perkins makes every effort to work with a volunteer\'s schedule, volunteers are asked to work a minimum of two hours per work for at least six months. Certain program positions, such as the Infant/Toddler Program, require a one-year commitment. Back to top\r\n
\r\n\r\n7. How does someone apply to be a volunteer?
\r\nTo request an application, contact the Volunteer Program at 617-972-7224 or Volunteers@Perkins.org. Once the application is completed, mail it to the volunteer office and schedule an interview with Mike Cataruzolo, the program\'s supervisor. Back to top
\r\n\r\n\r\nNo. Volunteers can also work with adults or seniors, or provide clerical and administrative help to offices on campus. Back to top
\r\n\r\n9. Are all of the volunteer opportunities located on campus?
\r\nNo. While most volunteer activities take place on campus, there are many off-campus opportunities. Volunteers can help off-campus residents and seniors with daily living activities such as errands, grocery shopping or taking walks. Back to top
\r\n\r\n10. Are volunteers subject to background checks?
\r\nYes, to ensure the safety of our students and clients, Perkins conducts a background check on all of its volunteers. Volunteers are not responsible for any costs or fees associated with the background check. Back to top
\r\n\r\n11. Do volunteers select their own assignments?
\r\nVolunteers are offered placements in programs that best match their skills and abilities and the interests expressed on their application and in their interview. Back to top
\r\n\r\n\r\n\r\n12. How many volunteers does Perkins have?
\r\nApproximately 260 people volunteer at Perkins every year.They provide support for its services and programs including Infant/Toddler, Lower School, Secondary, Deafblind, Outreach, Community Living, and the Braille and Talking Book Library. Back to top
\r\n\r\n13. Who runs the Volunteer Program?
\r\nFor the last 15 years, Mike Cataruzolo (Certified Volunteer Administrator) has been the head of the Perkins Volunteer Program. He interviews hundreds of people every year for volunteer positions. Back to top
\r\n'); INSERT INTO perkins_section_parts VALUES ('Financial Support','Contact Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Financial Support','Contact Us','content',''); INSERT INTO perkins_section_parts VALUES ('Financial Support','Contact Us','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Financial Support','Contact Us','meta_photo','area.php?id=14'); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','content','\r\nKevin Lessard began his career at the Perkins School for the Blind in 1968 as an orientation and mobility instructor, teaching students how to navigate in their environment successfully. He was soon promoted to supervisor of that department, and later became coordinator for Adult Services. In 1978, he assumed responsibilities for Perkins\' entire education and research programs as the School\'s assistant director. In 1985, Kevin Lessard became the eighth director of Perkins School for the Blind.\r\n
\r\n\r\nUnder Mr. Lessard\'s leadership, the School has expanded its services and advocacy for people who are blind, deafblind and multihandicapped blind. Some of his most notable innovations have included off-campus housing for students, community-based employment and pre-vocational services. He also helped launch a new early intervention program for infants and toddlers which provides education and support to children and families in over 500 Massachusetts homes. The School now also provides services to the elderly blind, the fastest growing blind population in the United States.\r\n
\r\n\r\nWith support from the Conrad N. Hilton Foundation, Mr. Lessard established in 1989 the Hilton/Perkins Program to reach out to deafblind and multihandicapped blind children in underserved areas of the United States and internationally. The Hilton/Perkins Program was created to strengthen the early intervention program, to provide the professional training of much-needed teachers of the deafblind, to educate and train parents, and to improve the quality of life for deafblind and multihandicapped blind children worldwide. The Hilton/Perkins program has helped more than 15,000 children nationally and in over 50 developing countries.\r\n
\r\n\r\nMr. Lessard holds a master\'s degree in Special Education from Boston College.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','sub_head','Reaching Beyond Expectations'); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','content','\r\nIt is with great pleasure that I take a moment to acquaint you with Perkins\' newly designed Web site. All of us at Perkins hope it will serve as a more complete resource for sighted visitors while using the latest accessibility technology for visitors who are blind or visually handicapped.\r\n
\r\n\r\nEvery day, Perkins receives calls from individuals searching for ways to support their children, aging parents or friends who have a vision problem. Now, parents can have immediate access to online information in our Students services and Parents services sections about how Perkins programs can benefit both their child and immediate family. Senior citizens dealing with macular degeneration or other vision disorders can visit Perkins\' Braille and Talking Book Library online - and never miss another issue of Newsweek magazine or Bon Appétit again. Both young and old who are blind can learn new techniques of self-reliance through Perkins\' expanding Outreach services.\r\n
\r\n\r\nLast fall, the School hosted the first Fine Arts Festival featuring the music, craftsmanship and paintings of Perkins students. We called it the \"Art of the Possible,\" and you can find out more about this special event and others in What\'s New. We\'re also pleased to announce Perkins\' first ambassador, Marla Runyan, the U.S. runner who competed in the 2000 Olympics in Sydney, Australia. Marla, who is legally blind, received her master\'s degree in special education through a unique grant made available by the Hilton/Perkins Program. \r\n
\r\n\r\nReaching beyond expectations... that\'s what Perkins has been about since 1829.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','intro','\r\n\"We recognize the tremendous accomplishments of those who have gone before us... We also recognize our responsibility to advocate for the needs of millions of today\'s children, adults and elders. By working closely together, we have the capacity to help change the world.\"\r\n
\r\n\r\n-Kevin Lessard, Director, Perkins School for the Blind\r\n
'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailer','content',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','intro',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','sub_head',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','content','\r\nCreated in the early 1820\'s, braille is one of the most important developments in the education of the blind. Today braille is the standard reading and writing system for the blind. The system was quickly embraced by blind people as a more effective and efficient way of communicating. At first, some sighted teachers were not as accepting. Braille is not legible to sighted people and the system required educators to learn a new alphabet. Teachers at that time also worried that by using braille, which appeared to be a mysterious code, blind people might be set apart from the rest of the community.\r\n
\r\n\r\nBraille was created by a young Frenchman named Louis Braille, a student at a school for the blind in Paris. In 1821, Captain Charles Barbier visited the school and demonstrated a system of writing he had developed to help soldiers pass instructions at night without using light. The night-writing system consisted of a \"cell\" made up of twelve raised dots. These dots could be arranged in different patterns to represent different sounds. Louis Braille realized that simplifying the cell to a rectangle of six dots, two dots across and three dots high, could enable a fingertip to interpret the dots with one touch and move rapidly to the next cell.\r\n
\r\n\r\nWorking with fellow students at the school, Braille developed his six-dot cells to represent letters of the alphabet, numbers and punctuation marks. He continued to work on the system for years, creating different codes for math and music.\r\n
\r\n\r\nUnlike previous systems, braille also offered those who are blind the opportunity to write. Braille is written on heavy paper either using a slate and stylus or a braille-writing machine (brailler). Using the slate and stylus is similar to printing with a pen or pencil. A stylus comes in a variety of sizes and styles, some resembling a pencil, and is used to push dots down through the paper. The slate, which serves as the guide, can be made of metal or plastic and is hinged so that it guides the writer on both sides of the paper.\r\n
\r\n\r\nBraille can also be written with a brailler. Like a modified typewriter, a brailler has a keyboard of six keys, each representing a dot within a braille cell. By pushing various combinations of the keys, the brailler produces different letters of the alphabet and other braille symbols.\r\n
\r\n\r\nLouis Braille\'s fellow students immediately accepted the braille system and the first braille book was published in 1827. In 1854, his school adopted braille as its official system. A universal English braille-code was not adopted until 1932 when U.S. and British agencies for the blind agreed upon a standardized system.\r\n
\r\n\r\nAlso helping to increase the availability and usage of braille was the invention of the Perkins Brailler. In 1951, David Abraham, a woodworking teacher at Perkins, created a portable, less expensive alternative to traditional braille-writing machines. Since its invention, the Perkins Brailler has become the standard prototype for brailling machines around the world.\r\n
\r\n\r\nGradually, braille has been accepted as the standard reading and writing system for the blind. Today, braille is used in nearly every country of the world and has been adapted for almost every known language.\r\n
\r\n\r\nBraille is a critical skill for people who are blind. More than 70 percent of blind people who do not have braille skills are unemployed. In contrast, 85 percent of those who are braille-literate hold jobs.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','content','\r\nDr. Samuel Gridley Howe, the first director of Perkins, believed it wasn\'t enough for people who are blind to be read to by others. He devoted his life\'s work to making sure that blind and visually handicapped people throughout the world could read and enjoy books.\r\n
\r\n\r\nAs he embarked upon his challenge as director of the first school for the blind in the United States, Howe took a three-week tour to see how European countries taught people who were blind. He realized there was a critical shortage of embossed books, due to the high cost of producing them. Howe bought four of these specialized books for Perkins, but the large raised letters made the books as bulky as they were expensive. Howe began to dream of establishing a separate printing department on the Perkins campus, an enterprise that would be later become Howe Press. \r\n
\r\n\r\nBy 1835, Howe opened the Perkins Printing Department, providing books to his students \r\nand others who were visually handicapped. He created the Boston Line Type, his own \r\nmore narrow, slender typeface. Although this system was easier for people with sight to \r\nread and was less costly and cumbersome to produce, users still had difficulty writing. \r\nThe school continued to use this system for 50 years until the creation of the Perkins \r\nBrailler at Perkins revolutionized communication for the blind. \r\n
\r\n\r\nIn the 1930\'s the director at the time, Dr. Gabriel Farrell, asked David Abraham, a woodworking teacher at Perkins to create a machine that would make braille more accessible for the blind. Abraham, who had experience working with machines at his \r\nfather\'s factory in England, worked for years before coming up with the prototype. First \r\nproduced in 1951, the Perkins Brailler is a durable, inexpensive alternative to conventional \r\nbrailling machines. Today, the Perkins Brailler is the standard model worldwide and Howe \r\nPress has manufactured more than 280,000 machines. \r\n
\r\n\r\nIn addition to the Watertown site, Perkins Howe Press has brailler assembly plants in \r\nEngland, India and South Africa. The Perkins Brailler has been sold to people in more \r\nthan 170 countries and is a vital tool in worldwide braille literacy. \r\n
\r\n\r\nFor more information about the Howe Press and the Perkins Brailler, contact 617-972-7308 or \r\nemail HowePress@Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','intro',''); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Product Catalog','Howe Press/Perkins Brailler','content',''); INSERT INTO perkins_section_parts VALUES ('Mission','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Mission','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('Mission','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Make a Donation','Financial Support','photobar_description','A female staff member and a young male student pause to chat on the playground. A girl with low vision uses a magnifier to read with the help of her teacher. A teenage boy leans on a male staff member as they walk across the grass during gym class. The back of a person walking along the path by Lower School.\r\n'); INSERT INTO perkins_section_parts VALUES ('Make a Donation','Financial Support','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Make a Donation','Financial Support','content','All gifts great or small contribute to sustaining the many programs that Perkins provides. These outright gifts support the educational and training programs that develop the skills and confidence necessary for every individual whom we serve to live, work and function as independently as possible within the community. Receiving unrestricted contributions allows us to apply those gifts to the area of greatest need. There are many Ways to Give an unrestricted gift to Perkins. Our leadership donors are recognized through the Visionary Society.
\r\nVisionary Society\r\n
\r\n\r\nThe Visionary Society is a group of leadership donors whose unrestricted contributions to Perkins make a significant difference in the lives of those we serve by supporting the operation of our many programs. Your membership gives blind infants and toddlers a better start in life and supports families of children who are blind, deafblind and multihandicapped. There are many Ways to Give to become a Visionary Society member.\r\n
\r\n\r\nYou can join the Visionary Society by giving at one of the levels described below.\r\n
\r\n\r\nFriends Circle ($100-$249)
\r\nBenefits include:
\r\nPersonalized certificate
\r\nThe Lantern semi-annual magazine and Annual Report
\r\nInvitations to join Perkins students at on-campus events each year\r\n
\r\nBenefactors Circle ($250-$499)
\r\nAll Friends benefits plus:
\r\nNote cards featuring student artwork\r\n
\r\nChampions Circle ($500-$999)
\r\nAll Benefactors benefits plus:
\r\nRecognition in Perkins Annual Report
\r\nReproduction of student artwork\r\n
\r\nHelen Keller/Anne Sullivan Circle ($1,000-$4,999)
\r\nAll Champions benefits plus:
\r\nInvitations to the holiday concert and student performances
\r\nPerkins tote bag\r\n
\r\nSamuel Gridley Howe Circle ($5,000-$9,999)
\r\nAll Helen Keller/Anne Sullivan Circle benefits plus:
\r\nTour of Perkins School for the Blind
\r\nSet of Perkins holiday cards\r\n
\r\n1829 Circle ($10,000 and more)
\r\nAll Samuel Gridley Howe Circle benefits
\r\nA handmade student craft or a piece of artwork (For example, a holiday wreath)\r\n
\r\nFor more information about the Visionary Society, contact Carlene Johnson at \r\nCarlene.Johnson@Perkins.org or by telephone at (617) 972-7466.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Corporate Matching Gifts','Financial Support','intro',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Parents','meta_photo','section.php?id=18'); INSERT INTO perkins_section_parts VALUES ('Testimonials','Perkins Forum','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Testimonials','Perkins Forum','photobar_name','forummainstrip'); INSERT INTO perkins_section_parts VALUES ('Testimonials','Perkins Forum','photobar_description','A close-up of three teenage girls singing in one of Perkins\' choruses. A proud girl with thick glasses shows her work on the computer. A mother and a teacher work with a young girl at a table. Eleven elementary school age students sing at an outside event in their chorus uniforms.\r\n'); INSERT INTO perkins_section_parts VALUES ('Howe Press Catalog','Howe Press/Perkins Brailler','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('Howe Press Catalog','Howe Press/Perkins Brailler','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('On Campus','Students','intro','\r\n\"Perkins has helped me come out of my shyness. I like being a social butterfly.\"\r\n
\r\n\r\n-Student in Perkins Secondary Program \r\n
'); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','photobar_name','braillermainstrip'); INSERT INTO perkins_section_parts VALUES ('Worldwide Locations','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('Worldwide Locations','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Domestic Services','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Domestic Services','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','intro',''); INSERT INTO perkins_section_parts VALUES ('Goals','International Programs','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Domestic Locations','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Diagnostic Evaluations / Admissions','Parents','content',''); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','photobar_description','Close-up of a child\'s hands on a Perkins brailler. A teenage male student works on an abacus beside a Perkins brailler as his teacher watches nearby. Close-up of an international male student reading braille in his Perkins Brailler. Close-up of brailler paper coming out of a Perkins brailler.'); INSERT INTO perkins_section_parts VALUES ('About Braille','Howe Press/Perkins Brailler','photobar_name','braillermainstrip'); INSERT INTO perkins_section_parts VALUES ('Samuel P. Hayes Research Library','Professional','photobar_name','professmainstrip'); INSERT INTO perkins_section_parts VALUES ('Training for Professionals','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Vision Rehabilitation Services','Outreach','photobar_name','outreachmainstrip'); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Playback Equipment','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Library Services for Students','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Special Music Services','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Special Music Services','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Bibliographies and Catalogs','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Helen Keller','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Customize this Site','About This Site','content',''); INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','intro',''); INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Statement on Outside Links','About This Site','photobar_name','absitestrip'); INSERT INTO perkins_section_parts VALUES ('Calendar','What\'s New?','content',''); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Director\'s Message','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Director\'s Biography','About Us','sub_head','Kevin J. Lessard'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Volunteer','photobar_name','volunteermainstrip'); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','photobar_name','contactmainstrip'); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','photobar_description','A girl with low vision writes a letter in large print. A mother and sister of a student visit the Preschool Program on Halloween. Hands of a teacher and a student communicating by tactile sign language. The Perkins tower and trees on a winter day.\r\n'); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Privacy Statement','About This Site','intro',''); INSERT INTO perkins_section_parts VALUES ('Accessibility Policy Statement','About This Site','content','\r\nPerkins School for the Blind, the first school of its kind chartered in the U.S., believes that every Web site should be fully accessible to people who are blind, deafblind and multihandicapped blind and actively promotes this philosophy. The technology to make greater accessibility a reality exists. It was Perkins\' goal to make this site as accessible to as wide a spectrum of users with special needs as possible. It was also the goal that a broad array of off-the-shelf applications and technologies could be effectively used to access this site.\r\n
\r\n\r\nThe Perkins site was developed using a layout method known as Cascading Style Sheets (CSS) which allows for the most accessible design, and is compatible for all users whether or not they are visually handicapped. Any device or software capable of displaying Web content can access information from www.Perkins.org. This includes audio browsers, text-only browsers, screen-reading software and screen magnification software, among others.
\r\n\r\nFor the design of Web site pages, use of CSS is recommended by the Bobby access-validation service, the Web Accessibility Initiative and other related experts. A small number of users may notice minimal changes to the site design because they continue using older and nonstandards-compliant browsers. While all browsers will display all content, the use of these older browsers may affect how this content appears or is presented on the page.
\r\n\r\nPerkins\' Web site employs various enhancements, which actively promote accessibility for people who are blind or visually handicapped. While Perkins advocates that all Web sites should be fully accessible to all users, this site does include links to other sites which may not have the same level of accessibility as www.Perkins.org. When using an external link from the Perkins site to another, Perkins makes no representation that the site being visited will offer the same level of accessibility to the user. Because sites and their enabling programs and applications vary, users may need to readjust browser settings after leaving the Perkins Web site to visit another.
\r\n\r\nPerkins suggests that if the user encounters a site that is not accessible, that site should be contacted and asked to comply with accessibility requirements in accordance with the Web Accessibility Initiative at www.w3.org/WAI.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','photobar_name','librarymainstrip'); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Forms and Applications','Braille and Talking Book Library','content','\r\nThe Application for Library Service and the Magazine Order Form are available for download in PDF format using Adobe Acrobat. These service forms can also be requested by contacting Perkins Braille and Talking Book Library at 617-972-7240, 1-800-852-3133 or Library@Perkins.org.\r\n
\r\n\r\nCompleted forms may be mailed to:\r\n
\r\n\r\nBraille and Talking Book Library
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472-2790\r\n
\"Alone we can do so little, together we can do so much.\"
\r\n\r\n-Helen Keller \r\n
'); INSERT INTO perkins_section_parts VALUES ('Making a Donation','Financial Support','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Making a Donation','Financial Support','content','All gifts, great or small, contribute to sustaining the many programs that Perkins provides. These outright gifts support the educational and training programs that develop the skills and confidence necessary for every individual whom we serve to live, work and function as independently as possible within the community. Receiving unrestricted contributions allows us to apply those gifts to the area of greatest need. There are many Ways to Give an unrestricted gift to Perkins. Our leadership donors are recognized through the Visionary Society.
\r\nVisionary Society\r\n
\r\n\r\nThe Visionary Society is a group of leadership donors whose unrestricted contributions to Perkins make a significant difference in the lives of those we serve by supporting the operation of our many programs. Your membership gives blind infants and toddlers a better start in life and supports families of children who are blind, deafblind and multihandicapped. There are many Ways to Give to become a Visionary Society member.\r\n
\r\n\r\nYou can join the Visionary Society by giving at one of the levels described below.\r\n
\r\n\r\nFriends Circle ($100-$249)
\r\nBenefits include:
\r\nPersonalized certificate
\r\nThe Lantern semi-annual magazine and Annual Report
\r\nInvitations to join Perkins students at on-campus events each year\r\n
\r\nBenefactors Circle ($250-$499)
\r\nAll Friends benefits plus:
\r\nNote cards featuring student artwork\r\n
\r\nChampions Circle ($500-$999)
\r\nAll Benefactors benefits plus:
\r\nRecognition in Perkins Annual Report
\r\nReproduction of student artwork\r\n
\r\nHelen Keller/Anne Sullivan Circle ($1,000-$4,999)
\r\nAll Champions benefits plus:
\r\nInvitations to the holiday concert and student performances
\r\nPerkins tote bag\r\n
\r\nSamuel Gridley Howe Circle ($5,000-$9,999)
\r\nAll Helen Keller/Anne Sullivan Circle benefits plus:
\r\nTour of Perkins School for the Blind
\r\nSet of Perkins holiday cards\r\n
\r\n1829 Circle ($10,000 and more)
\r\nAll Samuel Gridley Howe Circle benefits
\r\nA handmade student craft or a piece of artwork (For example, a holiday wreath)\r\n
\r\nFor more information about the Visionary Society, contact Carlene Johnson at \r\nCarlene.Johnson@Perkins.org or by telephone at 617-972-7466.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','photobar_name','finsupportmainstrip'); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','photobar_description','A female staff member and a young male student pause to chat on the playground. A girl with low vision uses a magnifier to read with the help of her teacher. A teenage boy leans on a male staff member as they walk across the grass during gym class. The back of a person walking along the path by Lower School.\r\n'); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','intro',''); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Thomas H. Perkins Society','Financial Support','content','\r\nColonel Thomas Handasyd Perkins, our first Planned Giving donor, left his family home to a school that educated children who \r\nwere blind. More than a hundred years later, thousands of children and clients have benefited \r\nfrom Colonel Perkins\' lasting legacy. \r\n
\r\n\r\nTo honor the colonel\'s spirit of giving - and to honor others who have made gifts that provide \r\nfor a lasting legacy, Perkins has established the Thomas H. Perkins Society, which offers a \r\nvariety of Planned Giving opportunities that financially benefit you, your family and Perkins.\r\n
\r\n\r\nGiving through the Thomas H. Perkins Society is a special and lasting way of ensuring your \r\nsupport for Perkins will continue for years to come. Depending on your individual form of \r\ndonation, there may be significant charitable deduction tax benefits available to you or your \r\nfamily. You should always consult an attorney when deciding how to participate in these special \r\ngiving programs.\r\n
\r\n\r\nTo learn more about The Thomas H. Perkins Society and Perkins Planned Giving programs, \r\ncontact Ursula Turano at Ursula.Turano@Perkins.org, or by telephone at 617-972-7284.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Summer Programs','Outreach','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Program Supervisors','About Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press History','Howe Press/Perkins Brailler','intro',''); INSERT INTO perkins_section_parts VALUES ('Worldwide Locations','International Programs','intro',''); INSERT INTO perkins_section_parts VALUES ('Domestic Locations','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','photobar_name','outreachmainstrip'); INSERT INTO perkins_section_parts VALUES ('On Campus','Students','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Off Campus','Students','photobar_name','studmainstrip'); INSERT INTO perkins_section_parts VALUES ('Off Campus','Students','photobar_description','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.'); INSERT INTO perkins_section_parts VALUES ('New England Center for Deafblind Services','Students','photobar_name','studmainstrip'); INSERT INTO perkins_section_parts VALUES ('New England Center for Deafblind Services','Students','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('New England Center for Deafblind Services','Students','photobar_description','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.'); INSERT INTO perkins_section_parts VALUES ('Howe Press Catalog','Howe Press/Perkins Brailler','content','To learn more about the Perkins Brailler and other Howe Press products, click here to download the catalog as a PDF file, which must be viewed with Adobe Acrobat Reader. To receive a free download of Adobe Acrobat Reader, go to www.adobe.com\r\n
\r\n\r\n\r\nFor a text-only version of the catalog, click here.\r\n
\r\n\r\n\r\n\r\nPrinted copies of the catalog are also available at no charge. To receive one in the mail, contact 617-972-7308 or email HowePress@Perkins.org.\r\n
'); INSERT INTO perkins_section_parts VALUES ('Howe Press Catalog','Howe Press/Perkins Brailler','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Howe Press Catalog','Howe Press/Perkins Brailler','intro',''); INSERT INTO perkins_section_parts VALUES ('Testimonials','Perkins Forum','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Download','Publications','intro',''); INSERT INTO perkins_section_parts VALUES ('Download','Publications','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Download','Publications','content','\r\nCertain publications from Perkins School may be downloaded free-of-charge. All files in PDF-file format must be viewed with Adobe Acrobat Reader. To receive a free download of Adobe Acrobat Reader, go to www.adobe.com. These publications are also available in print at no charge. To be placed on the mailing list to receive printed versions, please contact 617-972-7335 or Publications@Perkins.org.\r\n
\r\n\r\n\r\nTo download a publication, simply click on a file below.\r\n
\r\n\r\n\r\nTo order any of Perkins\' specialty publications, click here to download the order form, or contact the phone number or email above. Completed order forms should be mailed to:\r\n
\r\n\r\nPublications and Public Relations
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472\r\n
\r\nMain Info:\r\n
\r\nPerkins School for the Blind\r\n
\r\n175 North Beacon Street\r\n
\r\nWatertown, MA 02472\r\n
\r\nUSA\r\n
\r\nSwitchboard: 617-924-3434\r\nFax: 617-926-2027\r\nEmail: Info@Perkins.org\r\n
\r\n\r\nDepartments: 617-972 + extension\r\n
\r\n\r\nBraille and Talking Book Library 617-972-7240 Library@Perkins.org
\r\nBusiness Office 617-972-7214 AcctsPayable@Perkins.org
\r\nCommunity Living Services 617-972-7422 CommunityLiving@Perkins.org
\r\nDeafblind 617-972-7500 Deafblind@Perkins.org
\r\nDevelopment 617-972-7328 Development@Perkins.org
\r\nDiagnostic Evaluations/Admissions 617-972-7227 Evaluations@Perkins.org
\r\nEducational Leadership Program 617-972-7510
\r\nHilton/Perkins Program 617-972-7220 HiltonPerkins@Perkins.org
\r\nHowe Press 617-972-7308 HowePress@Perkins.org
\r\nInfant/Toddler Program 617-972-7367 PreschoolServices@Perkins.org
\r\nLower School Program 617-972-7279 LowerSchool@Perkins.org
\r\nNew England Center Deafblind Project 617-972-7515 NEC@Perkins.org
\r\nOutreach Services 617-972-7432 Outreach@Perkins.org
\r\nOutreach Services - Satellite Office 508-771-2101 OutreachSatellite@Perkins.org
\r\nPersonnel Office 617-972-7210 Recruiter@Perkins.org
\r\nPreschool Program 617-972-7367 PreschoolProgram@Perkins.org
\r\nPresident\'s Office President@Perkins.org
\r\nPublications 617-972-7336 Publications@Perkins.org
\r\nPublic Relations 617-972-7335 PublicRelations@Perkins.org
\r\nSamuel P. Hayes Research Library 617-972-7251 HayesLibrary@Perkins.org
\r\nSecondary Program 617-972-7236
\r\nVision Rehabilitation Services/Low Vision Clinic 617-972-7296 LowVision@Perkins.org
\r\nVolunteer Services 617-972-7224 Volunteers@Perkins.org\r\n
\r\nThe rich history of Perkins began with its founding nearly 175 years ago as the first school for the blind in the United States. Within a few short years, Perkins became known for its effective instructional techniques, including teaching Laura Bridgman, the first known deafblind person to be educated. Later, a much more famous student -- Helen Keller -- came to Perkins on her way to breaking down barriers and perceptions about what people who are blind or deafblind can accomplish.\r\n
\r\n\r\nA trip to Paris and the world\'s first school for the blind in the early 1820\'s convinced medical student Dr. John Fisher of the dire need for such a school in America. Upon his return, Fisher and some friends applied for and received a charter from the Commonwealth of Massachusetts to establish a school for the education of blind students. Perkins school was incorporated in 1829 and, using rooms in his father\'s Boston home for classes, the director, Samuel Gridley Howe, opened the doors of the School in 1832.\r\n
\r\n\r\nJust one year later, the School moved to a larger home owned by Thomas Perkins, vice president and a trustee. Within six years, student enrollment grew to 65. Perkins sold his home and donated the money to the School so it could take over and convert a hotel in South Boston. The School still bears Perkins\' name as a testament to his generosity.\r\n
\r\n\r\nAbout this same time, Samuel Gridley Howe began to establish a separate printing department in the school to produce embossed books. Howe hoped to entice well-known authors to use the school to emboss their books. As fate would have it, Howe attracted the attention of Charles Dickens, who used Perkins School to print and distribute 250 copies of his book, The Old Curiosity Shop.\r\n
\r\n\r\nDickens visited Perkins in 1842 during a lecture tour of America and was amazed at the work Howe was doing with Laura Bridgman, a young deafblind girl who came to the school in 1837. So impressed was Dickens that he wrote about his visit in his book, American Notes. Years later, Kate Adams Keller, mother of a young deafblind girl named Helen, read the book. The book provided a ray of hope for the couple\'s six-year-old daughter, Helen Keller, who lost her sight and hearing when she was only 19 months old.\r\n
\r\n\r\nHelen was born in 1880 - the same year the Samuel P. Hayes Research Library was founded at Perkins. It\'s considered the largest repository of its kind in the world. It contains the most recent and complete information on the non-medical aspects of blindness and deafblindness. Its vast collection includes books by and about Helen Keller.\r\n
\r\n\r\nIn 1887, Perkins Director Michael Anagnos sent graduate Anne Sullivan to teach Helen Keller in Alabama. That same year, the School established the first kindergarten for the blind in the United States. After working with her pupil at home, Ms. Sullivan returned to Perkins with Helen Keller in 1888 and remained there until 1893.\r\n
\r\n\r\nThe School outgrew its home in the hotel and desperately needed more space for the children to run and play, so the School moved to its present 38-acre home on the Charles River in Watertown, Massachusetts in 1912.\r\n
\r\n\r\nPerkins continued to develop \"firsts.\" For example, the Hayes-Binet test was introduced in 1920 and revealed that the intelligence of the blind population is no different from those who can see.\r\n
\r\n\r\nA popular addition to Perkins in 1931 was the creation of the Braille and Talking Book Library. For adults and children who cannot read conventional print but don\'t want to miss out on the latest bestseller or copy of Newsweek, more than 50,000 recorded titles and magazines and 16,000 braille books are available. The library offers a mail order service in addition to regular checkout service.\r\n
\r\n\r\nAnother breakthrough came when David Abraham successfully produced the first Perkins Brailler in 1951 after years of experimentation. By 1977, about 100,000 Perkins Braillers were produced and distributed worldwide.\r\n
\r\n\r\nAs the School evolved, so did the population. Perkins changed its charter in 1982 to accept students with multiple disabilities other than blindness. A major grant from the Conrad N. Hilton Foundation in 1989 made it possible to expand Perkins\' services throughout the U.S. and in 50 developing countries through the Hilton / Perkins Program.\r\n
\r\n\r\nThe School\'s reputation for innovation never tires. Perkins launched its Outreach to Elders Program in 1991 to assist the growing population of seniors who are losing or have lost their eyesight. The School has also introduced other programs such as its Infant/Toddler Program, Diagnostic Evaluations and Satellite Programs in order to assist more people who are blind, deafblind and multihandicapped, and their families and caregivers.\r\n
'); INSERT INTO perkins_section_parts VALUES ('History','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Satellite Programs','Outreach','intro',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Volunteer','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Volunteer','intro',''); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Braille and Talking Book Library','photobar_description','A man reads a book at a microphone in the Library\'s recording studio. A teenage girl returns talking book cassettes to a female staff member of the Library. An elderly man sits in his home laughing and listening to a talking book. A stack of talking book cassettes.\r\n'); INSERT INTO perkins_section_parts VALUES ('Frequently Asked Questions','Braille and Talking Book Library','intro',''); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','photobar_name','studmainstrip'); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','photobar_description','A teenage boy uses sign language to communicate with a teacher\'s aide on Perkins\' track field. A close-up of a preschool age girl playing with an oversized orange ball. A female staff member runs by the side of a very young boy on campus. A view of the very top of the tower through the branches of a blooming tree.'); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','intro','\r\n\"It gave me the power to keep going.\"\r\n
\r\n\r\n- A parent commenting on her experience at a NEC family weekend retreat'); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','sub_head',''); INSERT INTO perkins_section_parts VALUES ('New England Center Deafblind Project','Students','content','
The New England Center Deafblind Project (NEC) provides technical assistance to children who are deafblind in Connecticut, Maine, Massachusetts and New Hampshire, as well as to their families and educational programs. Perkins is the sponsoring agency and assumes overall responsibility for this multi-state project, which was founded in 1969. NEC\'s central office staff is housed on campus, with satellite offices and staff located in each of the other states.
\r\n\r\nThere are currently close to 400 students ages birth to 22 who have been identified in this four-state region and are being educated in a large variety of school settings. NEC maintains a child census of these students and provides technical assistance to professionals working with these children. Resource information, workshops, consultations, and in-service training are provided on a local, state or regional level by qualified NEC staff.
\r\n\r\n\r\nThe project also assists families of children who are deafblind by providing access to valuable information addressing issues across a broad age range. This is especially important as parents plan and respond to the developmental and educational needs of their children. Parents are active participants in helping NEC assess the needs of families in the four-state region.
\r\n\r\n\r\nThis project is funded by the United States Department of Education, Special Education Programs, through project discretionary funds earmarked specifically for programs and projects working with infants, children and young adults who are deafblind.
\r\n\r\n\r\nFor more information about the New England Center Deafblind Project, visit their Web site at www.necdbp.org, or contact the project at NEC@NEC.Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','photobar_name','nophotobar'); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','intro','\r\n\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','content','\r\nChairman:
\r\nC. Richard Carlson*
\r\n
\r\nVice Chairwoman:
\r\nMrs. Linda DiBenedetto*
\r\n
\r\nVice Chairman:
\r\nDudley H. Willis
\r\n
\r\nSecretary:
\r\nCharles A. Cheever
\r\n
\r\nTreasurer:
\r\nCharles C.J. Platt \r\n
Frederic M. Clifford*
\r\nWilliam J. Edwards
\r\nBrenda J. Furlong
\r\nAlbert Gayzagian*
\r\nLoretta Warner Holway
\r\nJanet Burrows James
\r\nWilliam A. Lowell
\r\nAndrea Lamp Peabody
\r\nThe Rev. Brinton W. Woodward, Jr.\r\n
\r\n*Appointed by the Governor of the Commonwealth \r\n
\r\n\r\n\r\n\r\n'); INSERT INTO perkins_section_parts VALUES ('Domestic Locations','International Programs','photobar_description','Two young visually handicapped Russian boys stand outside all bundled up in their hats and coats. A close-up of a young Indian boy with thick glasses holding the hand of a girl and raising his other hand. A female teacher helps a young blind boy pour a drink in Thailand. Eight blind and visually handicapped South African boys hanging out on the steps of their school.'); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','photobar_name','internmainstrip'); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','photobar_description',''); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','intro','\r\n\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Educational Leadership Program','International Programs','content','\r\nFor over eighty years, Perkins School for the Blind has been providing training to teachers and other special educators in the field of blindness and deafblindness. The Educational Leadership Program continues to provide intensive study experience for international educators in the areas of multihandicapped blind education and deafblind education.
\r\n\r\n\r\nThis nine-month course includes in-depth lectures presented by experienced Perkins Staff addressing services for infants, preschoolers and school-aged children. The participants undertake extensive classroom observation in Perkins programs; educational visits to local schools and agencies; research opportunity at the Hayes Research Library; and hands-on experience in the residential services at Perkins, by living and/or working in residential cottages with Perkins students and staff, and being assigned duties involving direct work with the students. Participants have the opportunity to practice teaching under the supervision of Perkins teachers, using lesson plans in accordance with each student’s individualized education plan.
\r\n\r\n\r\nFor more information on Perkins Educational Leadership Program, contact (617) 972-7510, ELP@Perkins.org, or Cafer.Barkus@Perkins.org.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('Download','Publications','photobar_name','publicatmainstrip'); INSERT INTO perkins_section_parts VALUES ('Download','Publications','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','intro',''); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','sub_head','Steven M. Rothstein'); INSERT INTO perkins_section_parts VALUES ('President\'s Biography','About Us','content','\r\nMr. Rothstein has the advantage of a broad experience in human services, government and non-profit programs. He was a co-founder of Citizens Energy Corporation, a non-profit organization that provided tens of millions of dollars in energy and medical benefits to low-income citizens nationally and internationally. He has an MBA from Northeastern University, and was Assistant Commissioner of the State of Massachusetts Department of Mental Retardation. Mr. Rothstein’s commitment to serving Perkins’ mission at home and abroad is enriched by his understanding of the interlocking roles of private organizations, government agencies and charitable organizations. He has served on the Commonwealth of Massachusetts Board of Education and a variety of local and regional community, non-profit and education organizations.\r\n
\r\n\r\n\r\nMr. Rothstein is the ninth head of Perkins School for the Blind.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','photobar_name','abmainstrip'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','photobar_description','A distant shot of the Perkins tower above the tree tops. An Outreach staff member works with an elderly client in the kitchen. A teacher smiles at a deafblind student at a Hilton/Perkins Program project in India. A teacher\'s aide comforts a boy outside.'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','intro','\r\n“Perkins provides outstanding services on our campus, to the community and beyond. My goal is to build upon the excellent work and accomplishments of the staff, the Trustees, the donors, the volunteers and everyone else involved.”\r\n
\r\n\r\n-Steven M. Rothstein, President, Perkins School for the Blind\r\n
'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','sub_head','Introducing Steven M. Rothstein'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','content','\r\nGreetings.\r\n
\r\n\r\n\r\nI am deeply honored to be the ninth leader of Perkins School for the Blind. For the past 173 years, Perkins has provided the highest quality care and services for people who are blind, visually impaired, deafblind or multihandicapped. Today, we continue our proud tradition of serving Students and Elders on the Watertown campus, in the community, and in other programs at home and overseas through the Hilton/Perkins Program.\r\n
\r\n\r\n\r\nOur services stretch well beyond the classroom. Our Howe Press provides Perkins Braillers worldwide; our Publications help families and professionals; and Perkins Braille and Talking Book Library connects patrons to the written word through audio and Braille books.\r\n
\r\n\r\n\r\nI hope you will take the time to browse through our site and learn about Perkins. You may even wish to learn more about our Employment or Volunteer opportunities. There are also many opportunities to Financially Support our work.\r\n
\r\n\r\n\r\nI also want to acknowledge and applaud the many accomplishments of Kevin J. Lessard. His leadership as director provided immeasurable benefit to the Perkins School and our extended family. With the strong support of the supervisors and all Perkins staff, Kevin has introduced many important initiatives. I feel very fortunate to join Perkins at this time of strength.\r\n
\r\n'); INSERT INTO perkins_section_parts VALUES ('President\'s Message','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Board of Trustees and Officers','About Us','meta_photo',''); INSERT INTO perkins_section_parts VALUES ('Download','Publications','photobar_description','Photograph. The cover photo of the publication Remarkable Conversations showing a deafblind boy and girl feeling a tree branch with a staff member. An interior photo from the publication In Celebration of Grandparenting in which a grandmother reads to her grandchild. A young girl with glasses reads a large print book as sun streams in through the window behind her. A stack of regular print books.'); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email','Contact Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Address / Phone / Email','Contact Us','intro',''); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','sub_head',''); INSERT INTO perkins_section_parts VALUES ('Visit','Contact Us','content','\r\nPerkins welcomes visitors, as long as tours are scheduled in advance.\r\n
\r\n\r\nCampus tours are available for the general public, professionals and international visitors during business hours Monday through Friday. Tour groups may contain up to seven visitors. Perkins provides guides who tailor the tour to the groups\' specific needs and interests.\r\n
\r\n\r\nTours for school groups and civic organizations can be scheduled between 9 a.m. and 2 p.m. Monday through Friday, for as many as 20 people.
\r\n\r\nSpecial arrangements may be made for weekend visits and for groups larger than 20.\r\n
\r\n\r\nParents who are interested in visiting the campus, in anticipation of their child attending Perkins, schedule their visits through Diagnostic Evaluations/Admissions office. \r\n
\r\n\r\nAdditionally, Jaimi Lard, a graduate of Perkins Deafblind Program and Perkins\' spokesperson, is available for off-campus presentations.\r\n
\r\n\r\nTo schedule a tour of Perkins or a presentation by Jaimi Lard, call (617) 972-7335 or email Tours@Perkins.org.\r\n
\r\n\r\n\r\nA Map of Campus with a visual representation of the driving directions is available to download in PDF format using Adobe Acrobat. This map can also be requested by contacting the Public Relations office at 617-972-7335, or by emailing PublicRelations@Perkins.org.'); -- -- Table structure for table 'perkins_subsection_meta' -- CREATE TABLE perkins_subsection_meta ( id int(11) NOT NULL auto_increment, section_name varchar(128) NOT NULL default 'test', keywords text, abstract text, rank int(11) NOT NULL default '0', parent_area varchar(64) NOT NULL default 'test', template_name varchar(64) NOT NULL default 'default', tier varchar(64) NOT NULL default '', colorpref varchar(64) NOT NULL default '', layoutpref varchar(64) NOT NULL default '', PRIMARY KEY (id), UNIQUE KEY section_name (section_name,parent_area) ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_subsection_meta' -- INSERT INTO perkins_subsection_meta VALUES (3,'Lower School (ages 6 to 14)','On, Campus, Students, Student, Lower, School, Blind, Visually, Visual, Handicapped, handicap, Multihandicapped, Individualized, Individual, Educational, Education, Comprehensive, Programs, Program, Child, Local, System, Teachers, Teacher, Day, Residential, Academics, Academic, Curriculum, Instruction, Arts, Art, Music, Physical, Awareness, Opportunities, Needs, Need, Future, Public, Enrolling, Enroll, Parents, Parent, Families, Special, Subjects, Subject, Summer, Social, Recreation, Off, Off-campus, Trips, Trip, Year, Admission, Assistive, Device, Center, Workshop, Tools, Tool, Materials, Material, Adaptive, Equipment, Therapists, Therapist, Communication, Self-care, Self, Care, Positioning, Seating, Orientation, Mobility, Play, Leisure, Activity, Resources, resource, Guide, Activities, Clinical, Staff, Topics, Topic, Language, Cognition, Functional, Function, Independent, Living, Skills, Time, Spanish, Agencies, World, Worldwide, Curriculum, Braille, Reading, Writing, Computers, Technology, Expression, Mathematics, Math, Readiness, Prevocational, Science, Social, Studies, Typing, Daily, Self-help, Help, Environmental, Awareness, Chorus, Develop, Developmental, Develop, Handbells, Handbell, Piano, Ensemble, Print, Health, Nutrition, Fitness, Recreation, Swimming, Consultation, Conversion, Groups, Group, Oral, Motor, Psychological, Behavior, Management, Counseling, Occupational, Sensorimotor, Integration','',2,'On Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (2,'Preschool Program (ages 3 to 6)','On, Campus, Students, Student, Preschool, Programs, Program, Family, Centered, Family-centered, Children, Educational, Education, Communication, Plan, Planning, Parents, Parents, Professionals, Professional, Individualized, Individual, Services, service, Teachers, teacher, Goals, Goal, Assessing, Access, Needs, need, Pupil, Ratio, Facilities, On-campus, Audiologists, Audiologist, Speech, Language, Therapists, Therapist, Occupational, Home, Home-school, School, Clinical, Specialists, Specialist, Specialized, Special, Physical, Develop, Developmental, Development, Psychologists, Psychologist, Orientation, Mobility, Music, Visits, Visit, Consultation, In, In-service, Outside, Agency, Agencies, Meetings, Meeting, Trainings, Training, Three, Ages, Age, Six, Visual, Handicaps, Handicap, Disabilities, Multiple, Local, System','',1,'On Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (9,' Secondary Program (ages 14 to 22)','On, Campus, Students, Student, Secondary, Community, Teacher, Teachers, Clinicians, Clinician, Residential, Staff, Potential, Environment, Individualized, Individual, Independence, Group, Instruction, Develop, Organizational, Reasoning, Critical, Thinking, Problem, Solving, Problem-solving, Skills, Skill, Curriculum, Academics, Academic, Vocational, Vocation, Exploration, Work, Experience, Social, Independent, Living, Leisure, Time, Blind, Visually, Visual, Handicapped, Multihandicapped, Day, Residential, Graded, Nongraded, Enrollment, Options, Option, Courses, Course, Prevocational, Recreational, Recreation, Specialized, Case, Management, Clinical, Services, service, Schedules, schedule, Certified , Vision, Special , Needs, need, Subject, Areas, Area, Residences, residence, Supervised, After-school, After, Study, Halls, hall, Year, Summer, Departmentalized, Health, Support, Language, Arts, art, English, Second, Creative, Writing, Braille, Literacy, Theater, Application, Math, Algebra, Geometry, Science, Activities, Physical, General, Earth, Biology, Chemistry, Social, Studies, Geography, Western, Civilization, United, States, History, Civics, Current, Events, event, French, Spanish, Latin, Computer, Programming, Food, Salad, Bar, Preparation, Recipe, Noon, Meal, To, Go, Sandwich, Horticulture, Training, Experience, classes, class, Seatweaving, Woodworking, Metalworking, Sales, Office, Practice, Vocational, Planning, Adult, Home, Personal, Handwriting, Health, Sex, Care, Assistant, PCA, physical, Modified, Wheelchair, Adapted, Games, Game Fitness, Handbells, handbell, Instruments, Instrument, Orchestra, Voice, Music, Makers, maker, Chorus, Chamber, Singers, Singer, Piano, Crafts, Craft, Sensorimotor, Integration, Occupational, Therapy, Physical, Vision, Stimulation, Speech, Language, Individual, Counseling, Psychotherapy, Group, Case, Management, Abilities, Goals, Goal, Middle, Schools, school, Required, Accredited, High, Diploma, Optional, Public, Pass, Fail, Grading, System, Special , Education, Certificate, Readiness, Post, Post-secondary','',3,'On Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (10,'Deafblind Program (ages 3 to 22)','On, Campus, Students, Student, Individualized, Individual, Education, Educational, Environment, Independence, Service, Services, Enrollment, Option, Options, day, Residential, Deaf, Blind, Deafblind, Deaf-blind, Development, Total, Communication, Sign, Spoken, Language, Child(ren), Readiness, Preschool, Written, Braille, Picture, Pictures, Objects, Objects, Gestures, Gesture, Alternative, Augmentative, Systems, System, Classroom, Curriculum, Age, Skills, Skills, Level, Early, Childhood, Academic, Course, Functional, Life, Approach, Residential, Settings, Setting, Instruction, School, Speech, Treatment, Oral, Motor, Planning, Plan, Function, Aural, Habilitation, Discrimination, Tadoma, Augmentative, Training, Management, Meyer, Johnson, Meyer-Johnson, Picture, Symbol, Books, Book, Tangible, Systems, System, Computerized, Assistive, Devices, Device, Grammar, Expressive, Organizational, Skills, Skills, processing, Pragmatic, Individual, Group, Turn, Taking, Turn-taking, Attention, Topics, Topic curriculum, Content, Support, Orientation, Mobility, Adaptive, Physical, Vocational, Vocation, Training, Support, Orientation, Mobility, Adaptive, Physical, Computer, Technology, Transition, Clinical, Behavioral, Consultation, Speech, Therapy, Audiology, Physical, Occupational, Social, Work, Health, Preschool, Ages, Age, Three, Six, Early, Play, Cognitive, Multi, Sensory, Multi-sensory, Materials, Material, Behavior, Intensive, Motor, Integration, Medical, Intervention, Classroom, Setting, On, Call, On-call, Medical, Intervention, Flexible, Schedule, Readiness, Unit, Based, Unit-based, Interactive, Cognition, Academics, Academic, English, Reading, Math, Science, Social, Studies, Career, Sex, Daily, Living, Self, Help, Self-help, Recreation, Leisure, Community, High, School, Diploma, Eligible, Functional, Natural, Environments, Environment, Routines, Routine, Number, Concepts, Concept, Time, Money, Sorting, Matching, Calendar, Writing, Life, Supported, Support','',4,'On Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (11,'Infant/Toddler','Students, Student, Off, Campus, Infants, Infant, Toddlers, Toddler, Services, Service, Early, Intervention, Children, Child, Birth, Age, Three, Blind, Visually, Handicapped, Deafblind, Deaf, Deaf-blind, Support, Families, Staff, Home, Teaching, Center, Based, Center-based, Consultation, In, In-service, Training, Professionals, Professional, Home-based, Component, Visits, Visit, foundation, Assess, Special, Needs, Need, abilities, Activities, Develop, Developmental, Development, Gross, Motor, Orientation, Mobility, Fine, Sensory, Stimulation, Cognitive, Development, Social, Emotional, Compensatory, School-based, Day, Weekly, Week, Issues, Issue, Family, Sensory, Language, Play, Movement, Guidance, Teacher, Siblings, Sibling, parents, parent, worker, Environment, Educational, Implications, Implication, Low, Living, Vision, Multiple, Disabilities, Topical, Groups, Group, Transition, Literacy, Community, Outreach, Monthly, Month, Provides, Provide, functional, Evaluations, Evaluation, consultation, Agencies, Specialized, Feeding, Let\'s, Eat, Move','',2,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (12,'Michael T. Collins (Hilton / Perkins Program)','About, Us, Program, Programs, Supervisors, Michael, Collins, Mike, Education, Educational, Consultant, Deaf, Blind, Deafblind, Deaf-blind, Speaker, National, International, Conference, Conferences, Teacher, Training, Service, Award, Coalition, Deafblindness, Deaf-blindness, Advocacy, Organization, Association, Rehabilitation, Blind, Visually, Impaired, AER, Division, Multiply, Special','',3,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (42,'Outreach','','',4,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (43,'Vision Rehabilitation Services','','',5,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (44,'Elders','','',6,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (13,'Barbara B. Mason (Deafblind Program)','About, Us, Program, Programs, Supervisors, Barbara, Mason, Professional, Education, Educational, Vocation, Vocational, Transition, Service, Services, New, England, Center, Deaf, Blind, Deafblind, Deaf-blind, Technical, Assistance, Project, U.S., Department, Office, Special, Rehabilitation, Training, Connecticut, Maine, Massachusetts, New, Hampshire, Communication, Competency, Model, Team, Teams, Working, Children, Youth, Organization, Organizations, Workshop, Workshops, Presentation Presentations, Speech, Speeches, Paper, Papers','',5,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (14,'Cynthia Essex (Secondary Program)','About, Us, Program, Programs, Supervisors, Cynthia, Essex, Secondary, School, Schools, Program, Programs, Service, Services, Education, Educational, Teacher, Special, General, Staff, Training, Assessment, Council, Exceptional, Children, CEC, Massachusetts, Comprehensive, Assessment, System, MCAS, Alternate, Advisory, Committee,','',4,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (15,'Mary Beth Caruso (Outreach Services)','About, Us, Program, Programs, Supervisors, Mary, Beth, Caruso, Outreach, Service, Services, Public, School, Schools, Summer, Program, Programs, Elementary, Employment, Independent, Living, Skill, Skills, Institute, Elder, Elders','',2,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (16,'Sally S. Boyd (Community Living Services)','About, Us, Program, Programs, Supervisors, Sally, Boyd, Community, Living, Service, Services, Apartment, Apartments, Staff, Secondary, Program, Intern, Interns, Education, Teacher, Teachers, Training, Health, Human, Adult, Adults Rights ','',1,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (34,'Planned Giving','','',0,'Thomas H. Perkins Society','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (35,'Bequests','bequests, bequest','',2,'Thomas H. Perkins Society','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (36,'Life Income Gifts','Thomas, Perkins, Society, life, income, gift, gifts','',3,'Thomas H. Perkins Society','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (17,'Thomas R. Miller (Preschool Services)','About, Us, Program, Programs, Supervisors, Thomas, Miller, Tom, Education, Supervision, Case, Coordination, Training, Evaluation, Staff, Service, Services, Home, Center-based, Center, Based, Local, Early, Intervention, Childhood, Outreach, Multiple, Public, School, Schools, Massachusetts, Inter-agency, Inter, Agency, Coordinating, Council, ICC, Part, C, IDEA, Individuals, Disabilities, Act, Department, Health, State, Provider, Monitor, Develop, Implement, Subcommittee, DOE, Alternate, Assessment, Advisory, Committee, Project, Focus, New, York, Institute, Blind','',7,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (33,'Ways to Give','Donate, donation, give, charitable, charity','',1,'Making a Donation','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (18,'Foreign Languages','Available, materials, Braille, Talking, Book, Library, Foreign, Languages, magazines, magazine,','',2,'Available Materials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (19,'Magazine List','Available, materials, Braille, Talking, Book, Library, magazines, magazine, list, lists, cassette, cassettes,','',4,'Available Materials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (20,'Magazine Services','Available, materials, Braille, Talking, Book, Library, magazines, magazine, Free, subscriptions, borrowers, news, music, cassette, Braille, patrons, loans, subscriptions, titles, order, form','',3,'Available Materials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (39,'Community Activities','International, Programs, Program, Services, Community, Activities, Hilton, Perkins, Staff, Members, Member, Work, Local, Organizations, Organization, Educational, Education, Communities, Schools, School, Parent, Organize, Conduct, Regional, Region, Seminars, Seminar, Assist, Groups, Group, Advocate, Funding, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Children, Child, Local, National, Government, Agencies, Community-based, Based, Raise, Funds, Fund, Expand, Underwrite','',3,'International Services','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (40,'Parents','International, Programs, Program, Domestic, Services, Service, Parents, Parent, Hilton, Perkins, Funding, Consultation, National, Association, Visually, Impaired, NAPVI, Family, Deaf, Blind, Deafblind, Deaf-blind, NFADB, Organizations, Organization, Provide, Family, Members, Member, Multi, Handicapped, Multihandicapped, Children, Child, Operate, State, Level, Assist, Families, Advocate','',1,'Domestic Services','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (41,'Teachers','International, Programs, Program, Domestic, Services, Service, Teachers, Teacher, Hilton, Perkins, Educators, Educator, Schools, School, Early, Intervention, Infants, Infant, Toddlers, Toddler, Training, Train, Courses, Course, Seminars, Seminar, Onsite, Consultation, United, States, In, In-service, Activities, State, Deaf, Blind, Deafblind, Deaf-blind, Centers, Center, Organizations, Organization, Information, Assist, Teaching, Multi, Handicapped, Multihandicapped, Children, Child, Publications, Publication, Staff, Aid, Young, People','',2,'Domestic Services','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (22,'Directions','Directions, Directions to Perkins, where is perkins','',1,'Visit','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (23,'Jaimi Lard (Perkins Spokesperson)','Perkins, Forum, Testimonial, Testimonials, Program, Programs, Deafblind, Jaimi, Lard, Spokesperson, Public, Relations, Professionals, Professional, Parents, Parent, Learn, Sign, Language, Education, Independently, Computer, Independent, Living, Technology, Large, Print, Software, Activities, Events, Event, Helen, Keller, Organizations, Organization, Communication, Education, Communicate','',4,'Testimonials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (24,'Mary Liz Van Dyck (Infant/Toddler Program)','Perkins, Forum, Testimonials, Testimonial, Mary, Liz, Van, Dyck, Grace, Optic, Nerve, Hypoplasia, Family, Infant, toddler, Home, Visit, Visits, Meeting, Meetings, Advice, Support, Experts, Questions, Preschool, Sibling, Workshops, Workshop, Question, Preschool, Activities, Challenge, Challenges','',1,'Testimonials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (46,'Training for Professionals','','',7,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (25,'Roz Hanlon (Elder Services)','Perkins, Forum, Testimonials, Program, Programs, Elder, Elders, Services, Roz, Hanlon, Outreach, Senior, Citizens, Learning, Center, Learn, Challenged, Companionship, Senior, Seniors, Opportunities, Cooking, Arts, Crafts, Lecture, Music, Club, Book, Braille, Talking, Library, Rehabilitation, Specialist, Goals, Older, Socializing, Teaching, Home, Skills, Skill, Independent, Apartment, Class, Classes, Campus, Environment','',5,'Testimonials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (37,'Teacher Education Activities','International, Programs, Program, Services, Service, Teachers, Teacher, Education, Activities, Professionals, Professional, Hilton, Perkins, Staff, Training, Train, Courses, Course, Local, Community, Schools, School, Working, Children, Child, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Educational, Leadership, Leaders, Leader, Trainers, Trainer, Special, Campus, Members, Member, Visit, Consulting, Consult, Educators, Educator, develop, Specialists, Specialist, Parents, Parent Region, Serve, Resource, University, Level, University-level, Translation, Articles, Article, Literature, Researching, Research, Writing, Publications, Publication ','',1,'International Services','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (38,'Parent Training Activities','International, Programs, Program, Services, Service, Parent, Training, Train, Activities, Helping, Help, Assistance, Assist, Aiding, Aid, Formation, Organizations, Organization, Activity, Hilton, Perkins, Commitment, Countries, Care, Children, Child, Multi, Handicapped, Multihandicapped, Blind, Deaf, Deafblind, Deaf-blind, Home, Staff, Members, Member, Future, Education, Specialized, Support, Assistive, Devices, Device, Adapted, Techniques, Technique, Learn, Source, Support, Special, Emphasis, Working, Teachers, Teacher, Focus, Early, Intervention, Infant, Toddler, Preschool, Develop, Life, Learning, Skills, Skill','',2,'International Services','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (26,'Barbara Slattery (Lower School)','Perkins, Forum, Testimonial, Testimonials, Barbara, Slattery, Rebecca, Lower, School, Program, Programs, Student, Students, Expectations, Expectation, Public, Learning, Disabilities, Experience, Goals, Friends, Family, Events, Children, Child, Resident, staff','',2,'Testimonials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (27,'Denise Yerardi (Secondary Program)','Perkins, Forum, Testimonials Testimonials, Program, Programs, Denise, Yerardi, Stephen, Parent, Parents, Student, Secondary, Learning, Disabilities, Public, School, Schools, Retinitis, Pigmatosis, Friends, Social, Opportunities, Opportunity, Friends, Staff, Sports, Computers Instructor, Braille, Independence, Knowledge, Information, Degenerative, Eye, Disorder','',3,'Testimonials','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (28,'Community Living','Students, Student, Off, Campus, Community , Living, Services, Service, Outreach, Program, Individual, Support, Adults, Adult, Ongoing, Independent, Living, Specialists, Specialist, clients, client, Apartments, Apartment, Watertown, Massachusetts, Skills, Skill, Local, Resources, Resource, Maximum, Independence, Member, Community, Individuals, Individual, Employed, Employ, Day, Program, Volunteer, Work, Rehabilitation, Counselors, Counselor, state, Agency, Personnel, Level, Support, Fees, Fee, Staff, Costs, Cost, Expenses, Expense, funding, Options, Option, private, Funds, Fund, Wages, Wage, CLS ','',1,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (29,'Preschool Services','Students, Student, Off, Campus, Preschool, Services, Service, infant, Toddler, On, On-campus, Program, Community, Based, Community-based, Children, Child, Age, Three, Early , Childhood, Blind, Deaf, Deafblind, Deaf-blind, Additional, Handicaps, Handicap, Birth, Direct, Consultation, Care, Centers, Center, Schools, School, Facilities, Certified , Teachers, Teacher, Visually, Handicapped, Orientation, Mobility, Local, System, Families, Pre, Pre-school, Support, Attending, Attend, Public, New, Hampshire, Massachusetts, Maine, Rhode, Island','',3,'Off Campus','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (30,'Lawrence Melander (Lower School)','About, Us, Program, Programs, Supervisors, Lawrence, Melander, Larry, Teacher, Administration, Education, Educational, Support, Program, Programs, Lower, School, Elementary, Service, Services, Family, Families, Student, Students, Parent, Parents, Children, Supervision, Residential, Day, Teacher, Training, Association, Rehabilitation, AER, National, NEA','',6,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (31,'Historical Timeline','About, Us, History, Historical, Timeline, Dr., John, Fisher, Charter, Charters, School, Blind, Perkins, Samuel, Gridley, Howe, Director, Thomas, Trustee, Trustees, Educational, Service, Services, Laura, Bridgman, Anne, Sullivan, Communicate, Charles, Dickens, Kate, Adams, Keller, Helen, Boston, Line, Type, Braille, Louis, Michael, Anagnos, Campus, Hayes, Binet, Hayes-Binet, Regional, Library, Deafblind, Deaf, Blind, Deaf-blind, David, Abraham, Howe press, Institution, Keller-Sullivan, Brailler, Board, Conrad, Hilton, Foundation, Hilton/Perkins, Program, Programs, Elder, Elders, Kevin, Lessard, Outreach, Talking, Book, Department','',0,'History','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (32,'Christopher Underwood (Diagnostic Evaluations/Admissions)','Christopher, Underwood, Diagnostic, Evaluation, Supervisor, faculty, staff','',8,'Program Supervisors','subsection','','',''); INSERT INTO perkins_subsection_meta VALUES (47,'Online Catalog','Library, Online, Catalog, Braille, Talking, Book, Books, Library','',1,'Available Materials','subsection','','',''); -- -- Table structure for table 'perkins_subsection_parts' -- CREATE TABLE perkins_subsection_parts ( section_name varchar(128) NOT NULL default '', parent_area varchar(64) NOT NULL default '', fieldname varchar(64) NOT NULL default '', value longtext ) TYPE=MyISAM; -- -- Dumping data for table 'perkins_subsection_parts' -- INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','content','Perkins’ Lower School provides blind, visually handicapped and multihandicapped blind students ages six through 14 with an individualized comprehensive educational program designed to encourage and nurture each child’s strengths with the expectation that students will reach their full potential. Students in the Lower School are typically referred to the program through their local school system and have the option of enrolling either as a day student or as a residential student. The Program offers a 1:3 or 4 teacher to student ratio to ensure individual attention. \r\n
\r\nIn addition to its extensive academic curriculum, Perkins emphasizes the growth of the whole child by offering instruction beyond the academic setting, ranging from art, music, and physical education to skill development such as speech therapy, community experiences, and environmental awareness. By providing the program opportunities necessary to meet the range of needs of visually handicapped students, Perkins prepares each child for future educational options, which may include enrolling in public school. \r\n
\r\nAdditional Services for Parents and Families \r\n
\r\nIn addition to instruction in academics and special subjects, Perkins’ five-week Summer Program offers a wide range of social and recreation opportunities both on and off-campus. Trips to local beaches and amusement parks are available along with other community experiences. The Summer Program is offered to Lower School students and students attending public school during the regular school year are also considered for admission to the Program. \r\n
\r\nPerkins’ Assistive Device Center is a workshop equipped with tools and materials where teachers, therapists, parents and students build specialized adaptive equipment tailored to the individual needs of the student. Materials are generally low-cost, readily available and augment student performance in many areas including communication, self-care, positioning and seating, orientation and mobility, and play and leisure. \r\n
\r\nThe Perkins Activity & Resource Guide, a two-volume guide of activities, resources and instructional strategies for teachers and parents of children who are blind or multihandicapped blind, was developed by teachers and clinical staff in the Lower School Program. Guide topics include language and cognition, functional academics, independent living skills, leisure time activities and more. It has also been translated into Spanish and is distributed to schools, agencies and parents worldwide. \r\n
\r\nFor more information about Perkins Lower School Program, contact LowerSchool@Perkins.org \r\n
\r\nLower School Curriculum\r\n
\r\nStandard Subjects: \r\n
\r\n
\r\n
\r\n
\r\nDaily Living Skills: \r\n
\r\n
\r\nMusic: \r\n
\r\n
\r\nPhysical Education: \r\n
\r\n
\r\nSpeech Therapy: \r\n
\r\n
\r\nPsychological Services: \r\n
\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','content','The Perkins Preschool Program is a family-centered education program for children ages three through six who have visual handicaps, with or without additional disabilities. Typically, students are referred to Perkins Preschool through their local school system. \r\n
\r\nThe program emphasizes the importance of considering visually and multihandicapped children, first and foremost, as children with the same needs all children have for love, acceptance, exploration and a sense of competence. Close communication and planning among parents and professionals are paramount in order to provide appropriate individualized services. \r\n
\r\nThe goals of the program include: \r\n
\r\n
\r\nPerkins Preschool features: \r\n
\r\n
\r\nFor more information about Perkins Preschool Program, contact Preschool@Perkins.org. \r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','intro',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','photo',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','photobar_description',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','photobar_name',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','photo_caption',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool','On Campus Programs','sub_head','Preschool'); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','intro',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','photo',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','photobar_description',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','photobar_name',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','photo_caption',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13).','On Campus Programs','sub_head','Lower School (ages 6 to 13). '); INSERT INTO perkins_subsection_parts VALUES (' delete this','Calendar','content','be a pepper'); INSERT INTO perkins_subsection_parts VALUES (' delete this','Calendar','sub_head','you should be a pepper'); INSERT INTO perkins_subsection_parts VALUES (' delete this','Calendar','intro','i am gay'); INSERT INTO perkins_subsection_parts VALUES (' delete this','Calendar','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES (' delete this','Rehabilitation','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES (' delete this','Rehabilitation','intro','i am gay'); INSERT INTO perkins_subsection_parts VALUES (' delete this','Rehabilitation','sub_head','you should be a pepper'); INSERT INTO perkins_subsection_parts VALUES (' delete this','Rehabilitation','content','be a pepper'); INSERT INTO perkins_subsection_parts VALUES ('Preschool Program (ages 3 to 6)','The Story','sub_head','Subhead'); INSERT INTO perkins_subsection_parts VALUES ('Preschool Program (ages 3 to 6)','The Story','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool Program (ages 3 to 6)','The Story','content','
\r\nThe Perkins Preschool Program is a family-centered education program for children ages three through six who have visual handicaps, with or without additional disabilities. Typically, students are referred to Perkins Preschool through their local school system.\r\n
\r\n\r\n\r\nThe program emphasizes the importance of considering visually and multihandicapped children, first and foremost, as children with the same needs all children have for love, acceptance, exploration and a sense of competence. Close communication and planning among parents and professionals are paramount in order to provide appropriate individualized services.\r\n
\r\n\r\nFor more information about Perkins Preschool Program, contact Preschool@Perkins.org.\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Preschool Program (ages 3 to 6)','On Campus','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Parent Training Activities','International Services','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13)','On Campus','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES (' Secondary School (ages 14 to 22)','On Campus','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES (' Secondary School (ages 14 to 22)','On Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES (' Secondary School (ages 14 to 22)','On Campus','content','
\r\nPerkins Secondary Program is a community of students, teachers, clinicians and residential staff who share the goal of maximizing the potential of each student in an environment that encourages excellence, recognizes the capabilities of the individual and fosters growth and independence. Through individual and group instruction, students ages 13 - 22 develop organizational, reasoning, critical thinking and problem-solving skills.\r\n
\r\n\r\n\r\nThe Program\'s curriculum emphasizes academics, vocational exploration and work experience, social and independent living skills and the productive use of leisure time.\r\n
\r\n\r\n\r\nBlind, visually handicapped and multihandicapped students can attend as day students or residential students, and also can choose from a range of graded or nongraded enrollment options.\r\n
\r\n\r\n\r\n\r\nFor more information on Perkins\' Secondary Program, contact Secondary@Perkins.org.\r\n
\r\n\r\n\r\nSecondary Program Curriculum
\r\nAcademics:
\r\nAdditional academic support includes Study Skills, Research Seminar and SAT Preparation
\r\nPrevocational Studies:\r\n
\r\n\r\n\r\nFor additional information and complete course descriptions, contact Secondary@Perkins.org\r\n
\r\n\r\n\r\nSecondary Program Enrollment Options\r\n
\r\n\r\n\r\nPerkins\' Deafblind Program is committed to creating an individualized educational environment that encourages and nurtures each student\'s strengths to become a full and participating member of society within the context of his or her own level of independence. The Program offers comprehensive education services in a variety of enrollment options to day and residential students ages three to 22 who are deafblind or deaf-multihandicapped. (special referral process?)\r\n
\r\n\r\nThe primary emphasis of the Deafblind Program is the development of total communication, which may include the use of sign and spoken language, written language, braille, pictures, objects, gestures and/or alternative or augmentative communication systems. As students progress, their classroom curriculum changes to accommodate their age and skill level. This may include:\r\n
\r\n\r\n\r\nFor more information on Perkins\' Deafblind Program, contact Deafblind@Perkins.org.\r\n
\r\n\r\nDeafblind Program-Approach to Total Communication
\r\n\r\n\r\nLanguage and communication, including specific language services, are emphasized both in the day school and residential settings, augmenting the ongoing instruction of language and communication in each classroom. Services offered by the speech and language pathologist are 1:1 or in a small group and include the following:\r\n
\r\n\r\n\r\n\r\nDeafblind Program Curriculum\r\n\r\n
\r\nIn addition to the specific content of each curriculum, additional services are offered for each child as appropriate. Support services include orientation and mobility, adaptive physical education, vocational training, computer/technology, residential and transition services. Clinical services include psychology, behavioral consultation, speech therapy, audiology, physical therapy, occupational therapy, social work and health services.\r\n
\r\nRecognizing the crucial need for services in the first years of life, Perkins Infant/Toddler Program provides early intervention services for children (birth to age three) who are either blind, visually handicapped, deafblind or multihandicapped as well as support services for their families. \r\n
\r\n\r\nHome-Based Component
\r\n\r\nSchool-Based Component
\r\n\r\n\r\n\"School Day\" occurs once a week and is designed to address issues relevant to both the child and the family. For the child, this weekly visit entails participation in sensory, language, play and movement activities under the guidance of a teacher of the visually handicapped. Siblings are encouraged to attend and participate in activities, while parents meet with the social worker and other parents in a supportive environment to discuss both the social and educational implications of living with a child who is visually handicapped.\r\n
\r\n\r\n\"School days\" currently exist for children who are blind or with severe vision loss, children with low vision, children with visual handicaps and severe multiple disabilities, and short-term topical groups on transition, literacy, etc.\r\n
\r\n\r\nEvening educational/social meetings are also held for parents on a monthly basis.\r\n
\r\n\r\nCommunity Outreach Services\r\n
\r\n\r\nPerkins Infant/Toddler Program provides developmental and functional vision evaluations, specialized feeding evaluations (Let\'s Eat!), and orientation and mobility evaluations (Let\'s Move!) on individual children and consultation and/or in-service training for professionals and agencies serving blind and visually handicapped children.\r\n
\r\n\r\nFor more information about Perkins Infant/Toddler Program, contact PreschoolServices@Perkins.org.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins, Director','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins, Director','Program Supervisors','sub_head','Hilton/Perkins Program\r\nMike Collins has lead the Hilton/Perkins Program since its inception in 1989 and previously served as educational supervisor for Perkins\' Deafblind Program. He has worked as an educational consultant to the Michigan Department of Education and is a former teacher of deafblind students. Mike is a frequent speaker at national and international conferences that address the education and development of blind and deafblind children and is a strong proponent of teacher training for the blind and deafblind, domestically and in developing countries.
\r\n\r\nCurrently serving as president of Deafblind International, Mike was awarded that organization\'s Distinguished Service Award in 1999. He is also the founder and co-chair of the National Coalition on Deafblindness, a national advocacy organization. Additionally, he is an active member of the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER) and chaired that organization\'s Division for Multiply Impaired from 1980 to 1988. In 1995, he received the AER\'s Northeast Region Distinguished Service Award. He also received the American Foundation for the Blind Access Award in 1990.
\r\n\r\nMike holds a M.Ed. in Special Education, Emphasis in Education of the Child Who is Deafblind or Multiply Impaired from Boston College (1972) and studied Philosophy and Theological Studies at St. John\'s Seminary, Brighton, MA, (1969-1970).\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton Perkins Program)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton Perkins Program)','Program Supervisors','sub_head','Director, International and National Services'); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton Perkins Program)','Program Supervisors','content','\r\nMike Collins has lead the Hilton/Perkins Program since its inception in 1989 and previously served as educational supervisor for Perkins\' Deafblind Program. He has worked as an educational consultant to the Michigan Department of Education and is a former teacher of deafblind students. Mike is a frequent speaker at national and international conferences that address the education and development of blind and deafblind children and is a strong proponent of teacher training for the blind and deafblind, domestically and in developing countries.
\r\n\r\nCurrently serving as president of Deafblind International, Mike was awarded that organization\'s Distinguished Service Award in 1999. He is also the founder and co-chair of the National Coalition on Deafblindness, a national advocacy organization. Additionally, he is an active member of the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER) and chaired that organization\'s Division for Multiply Impaired from 1980 to 1988. In 1995, he received the AER\'s Northeast Region Distinguished Service Award. He also received the American Foundation for the Blind Access Award in 1990.
\r\n\r\nMike holds a M.Ed. in Special Education, Emphasis in Education of the Child Who is Deafblind or Multiply Impaired from Boston College (1972) and studied Philosophy and Theological Studies at St. John\'s Seminary, Brighton, MA, (1969-1970).\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Barbara B. Mason (Deafblind Program)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Cynthia Essex (Secondary School)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Cynthia Essex (Secondary School)','Program Supervisors','content','\r\nCynthia Essex has been the Secondary Services program supervisor since 1983. In this position, she is responsible for the wide range of educational programs for secondary-age students with various needs.\r\n
\r\n\r\nDuring her tenure at Perkins, Cynthia also served as supervisor of the elementary and secondary school programs for students with multiple handicaps, supervisor of the elementary program, coordinator of elementary mathematics and teacher of the visually handicapped.\r\n
\r\n\r\nShe holds a master’s degree in Education with a concentration in special education for the visually handicapped from Boston College. Beyond attainment of her master’s, Cynthia has also continued to enhance her professional expertise by earning approximately 60 credits from Lesley College, Boston College, the University of Massachusetts, and Vanderbilt University in the fields of general education, special education, assessment, supervision and staff training. She received her bachelor’s degree in 1959 from the University of Rhode Island, where she majored in English.\r\n
\r\n\r\nCynthia is a member of the Council for Exceptional Children (CEC) and was selected to serve on the Massachusetts Comprehensive Assessment System (MCAS) Alternate Assessment Advisory Committee.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Mary Beth Caruso (Outreach Services)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Mary Beth Caruso (Outreach Services)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Mary Beth Caruso (Outreach Services)','Program Supervisors','content','Mary Beth Caruso has led Outreach Services for Perkins since 1990. As supervisor, she has responsibility for weekend programs for school age students who attend their local public schools, three summer programs (Elementary Program, Employment Program, Independent Living Skills Program), Summer Institute, Services to Elders (both community-based and campus-based Elder Learning Center), Vision Rehabilitation Services and the satellite programs in Western Massachusetts and on Cape Cod. She also oversees training activities for both professionals and parents.\r\n
\r\n\r\nPrior to coming to Perkins, Beth was the Region III director for the Massachusetts Commission for the Blind. She is a certified rehabilitation teacher (RT) through the Academy for Certification of Vision Rehabilitation and Education Professionals. Through the Commonwealth of Massachusetts, she is a licensed certified social worker and has educator\'s certificates in elementary, middle school and special needs.\r\n
\r\n\r\nBeth holds a master\'s degree in Education, specializing in rehabilitation teaching for the blind from Boston College. She received her bachelor\'s degree in Elementary and Special Education, also from Boston College. She earned a graduate certificate in Adapting Curriculum Frameworks from the University of Massachusetts, and has attended the Academy for Executive Leadership under the Rehabilitation Services Administration National Executive Leadership Institute. She completed Tier III of the Massachusetts State Agency Management Development Program at Brandeis University and Tier II through the University of Massachusetts Institute for Governmental Services.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Sally S. Boyd (Community Living Services)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Thomas R. Miller (Preschool Services)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Foreign Languages','Available Materials','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Foreign Languages','Available Materials','content','\r\nThe Perkins Library offers a variety of braille and talking books and magazines in more than 60 languages:\r\n
\r\n\r\nAfrikaans,\r\nAmharic,\r\nArabic,\r\nBengali,\r\nBulgarian,\r\nCambodian,\r\nCatalan,\r\nCherokee,\r\nChinese,\r\nChoctaw,\r\nCzech,\r\nDanish,\r\nDutch,\r\nEnglish (SFLC),\r\nEsperanto,\r\nFrench,\r\nGaelic,\r\nGerman,\r\nGreek,\r\nGujarati,\r\nHebrew,\r\nHindi,\r\nHmong,\r\nHousa,\r\nHungarian,\r\nIcelandic,\r\nIrish,\r\nItalian,\r\nJapanese,\r\nKiowa,\r\nKorean,\r\nKurdish,\r\nLaotian,\r\nLatin,\r\nLatvian,\r\nLithuanian,\r\nMalay,\r\nNavajo,\r\nNepali,\r\nNorse,\r\nNorwegian,\r\nOld/Middle English,\r\nPassamaquoddy,\r\nPersian,\r\nPolish,\r\nPortuguese,\r\nPunjabi,\r\nRomanian,\r\nRussian,\r\nSanskrit,\r\nSerbo-Croatian,\r\nSlovak,\r\nSlovene,\r\nSpanish,\r\nSwahili,\r\nSwedish,\r\nTagalog,\r\nTelegu,\r\nTurkish,\r\nUkrainian,\r\nUrdu,\r\nVietnamese,\r\nWelsh,\r\nYiddish.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Magazine List','Available Materials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Magazine List','Available Materials','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Magazine List','Available Materials','content','\r\nThe following magazines, listed by format, are available through the \r\nPerkins Braille and Talking Book Library service. Magazines that are \r\nshared subscriptions are noted with an asterisk (*) and must be \r\nreturned to the Library.\r\n
\r\n\r\n\r\n\r\nMagazines on Cassette\r\n
\r\n\r\n\r\n* AARP Newsletter
\r\nAmerican Heritage
\r\nAnalog
\r\nAsimov\'s Science Fiction
\r\nAtlantic Monthly
\r\nBon Appetit
\r\n*Boston Magazine
\r\n*Choice Magazine Listening
\r\nConsumer Report
\r\nContemporary Soundtrack
\r\nCricket (ages 6-12)
\r\nDiabetes Forecast
\r\nDiscover
\r\nEbony
\r\nEllery Queen\'s Mystery
\r\nForeign Affairs
\r\nGood Housekeeping (English \r\nand Spanish)
\r\n*Good Old Days
\r\n*Guidepost
\r\nHealth & Nutrition Newsletters
\r\nJournal Français D\'Amerique
\r\nMagazine of the Month
\r\n*Modern Maturity
\r\nMoney
\r\nMusical Mainstream
\r\nThe Nation
\r\nNational Geographic
\r\n* National Geographic Traveler
\r\nNational Geographic World\r\n(ages 6 & up)
\r\nNational Review
\r\n\r\n\r\nNewsweek
\r\nNew Choices
\r\nNew York Times Book Review
\r\nOutdoor Life
\r\n*Parents Magazine
\r\n*Peacework
\r\nPeople
\r\nQST
\r\nQuarterly Music Magazine
\r\nReader\'s Digest (English, \r\nFrench, German, and Spanish)
\r\n*Report on Disabilities
\r\n*Retirement Life
\r\n* Saturday Evening Post
\r\nSeventeen
\r\nSmart Computing
\r\n*Smithsonian
\r\nSound and Vision
\r\nSpider (ages 6-9)
\r\nSports Illustrated
\r\nSports Illustrated for Kids (ages \r\n6 & up)
\r\nTravel/Holiday
\r\nTrue West/Frontier Times
\r\nU.S. News & World Report
\r\nVoter Information
\r\n*Woman\'s Day
\r\nThe Writer
\r\n*Yankee
\r\nYoung Adult Magazine of the \r\nMonth\r\n
\r\nBraille Magazines\r\n
\r\n\r\n\r\nAmerican Baseball League
\r\nBook World
\r\nBoys Life (ages 9-16)
\r\nBraille Book Review
\r\nBraille Chess Magazine
\r\nBraille Music Magazine
\r\nConundrum
\r\nCooking Light
\r\nHarper\'s
\r\nHealth Newsletters
\r\nKiplinger\'s Personal Finance
\r\nLadies Home Journal
\r\nMartha Stewart Living
\r\nMuse (ages 6-14)
\r\nMusical Mainstream
\r\nNational Baseball League
\r\nNational Basketball Association
\r\nNational Football League
\r\nNational Geographic
\r\nNational Hockey League
\r\nNew York Times Weekly
\r\nNews (NLS General News)
\r\nParenting
\r\nPC World
\r\nPlayboy
\r\nPoetry
\r\nPopular Communications
\r\nPopular Mechanics
\r\nPopular Music Lead Sheets
\r\nRolling Stone
\r\nScience News
\r\nSeventeen
\r\nShort Stories
\r\nSpider (ages 6-9)
\r\nStone Soup (ages 6-13)
\r\nUpdate (NLS Volunteer News)
\r\nWomen\'s National Basketball Association\r\n
\r\nAdditional Braille & Cassette Publications\r\n
\r\n\r\nDots & Decibels in Braille
\r\nDots & Decibels on Cassette
\r\nHoliday Treasures on Cassette, in Large Print or in Braille
\r\nLibrarian\'s Postscript 2000 Catalog on Cassette
\r\nLibrarian\'s Postscript 2000 Catalog in Large Print
\r\nRemember When: Cassette and Braille Books Look Back Over the\r\nTwentieth Century on Cassette, in Large Print or in Braille\r\n
\r\nLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.\r\n
\r\n\r\nLorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.\r\n
\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Magazine Services','Available Materials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Jaimi Lard (Perkins Spokesperson)','Testimonials','sub_head','Spokesperson and Deafblind Program Alumna'); INSERT INTO perkins_subsection_parts VALUES ('Jaimi Lard (Perkins Spokesperson)','Testimonials','content','\r\nLike most effective public relations professionals, Jaimi Lard is articulate and knows her business inside out. What sets Jaimi apart from others in her field is that she has been blind and deaf since birth. Her achievements reflect a history of accomplishments that began in her childhood, after doctors told her parents she would be unable to learn at all. \"Although they were shocked, my parents hired a tutor who taught me sign language,\" recalled Jaimi. \"As I began to pick up the basics, it was clear that I could learn.\"\r\n
\r\n\r\nAt age five, Jaimi began her formal education at Perkins School for the Blind through the Deafblind Program -- and stayed until she graduated 16 years later. Academics aside, Jaimi credits Perkins with preparing her to live independently through an opportunity to live in a training apartment before moving to a \"real\" one, which she shares with a deafblind roommate. \r\n
\r\n\r\nWhile an independent living counselor helps answer mail, pay bills and run errands, Jaimi relies on computer technology and large print software to complete a variety of other daily activities, including shopping, reading the newspaper and sending email. The Ride, a shuttle service for people with disabilities provided by the Massachusetts Bay Transit Authority, takes her to work and other places.\r\n
\r\n\r\nAfter graduating, Jaimi worked for 13 years as a messenger at a local hospital. During that time, she continued to participate in and speak at Perkins events -- and in 1999 served as the grand marshal of the annual Helen Keller Festival in Alabama. Accompanied by an interpreter and a representative from Perkins\' public relations department, Jaimi made a powerful impact on the audience. \"Jaimi\'s gift is to let people know that blindness and deafness don\'t have to mean isolation,\" explained Robert Guthrie, Perkins\' manager of public relations. \"It\'s clear that she loves connecting with people.\" \r\n
\r\n\r\nNow a spokesperson for Perkins, Jaimi makes presentations through an interpreter to schools and civic organizations and serves as a tour guide for visitors to Perkins. In her speeches, including recent testimony before Congress in support of the Individuals with Disabilities Education Act, she speaks about the importance of education for all people - and the importance of communication. \"People are always interested in understanding the ways I am able to communicate,\" she said. \"And I love to share that with them.\"\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Ways to Give','Make a Donation','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Ways to Give','Make a Donation','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Lower School (ages 6 to 13)','On Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Directions','Visit','sub_head','To Perkins School for the Blind:'); INSERT INTO perkins_subsection_parts VALUES ('Directions','Visit','content','\r\nBy Car:
\r\nFrom the Massachusetts Turnpike, also known as I-90 (traveling east or west), take Exit 17 and follow the signs marked \"Watertown,\" which lead to Galen Street. Follow Galen Street, crossing the bridge, to Watertown Square. Bear right (not the hardest right that leads along the river) onto North Beacon Street (Route 20). Follow North Beacon Street for about one-half mile to the Perkins campus (located on the right). Pass the campus and turn right onto Beechwood Avenue. The main parking lot is on the right. First-time visitors without an appointment should proceed to the Howe Building (main building with the tower) and check-in with the Switchboard.\r\n
\r\nBy Public Transportation:
\r\nFrom the Green Line: At Kenmore Station in Boston, take Bus #57, marked Watertown. Get off at the last stop, Watertown Square. Cross the bridge and stay to the right, following North Beacon Street (Route 20). The campus is one-half mile on the right. (Travel time: about one hour.)\r\n
\r\nFrom the Red Line: At Harvard Square in Cambridge, take Bus #71, marked \"Watertown.\" Get off at the last stop. With your back to the river, walk to the right following North Beacon Street (Route 20). Follow North Beacon Street for about one-half mile to the Perkins campus located on the right. (Travel time: about 45 minutes.)\r\n
\r\n\r\nFrom Green Street and Prospect Street in Central Square (Cambridge): Take Bus #70, usually marked \"Cedarwood.\" A few minutes after the Arsenal Mall, get off at Beechwood Street (tell driver in advance). Follow Beechwood Street to the left for one block. The Perkins campus is located on the right at the intersection of Beechwood Avenue and North Beacon Street. (Travel time: about 45 minutes.)\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Directions','Visit','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Jaimi Lard (Deafblind Program)','Testimonials','sub_head','Spokesperson, Deafblind Program at Perkins'); INSERT INTO perkins_subsection_parts VALUES ('Jaimi Lard (Deafblind Program)','Testimonials','content','\r\nLike most effective public relations professionals, Jaimi Lard is articulate and knows her business inside out. What sets Jaimi apart from others in her field is that she has been blind and deaf since birth. Her achievements reflect a history of accomplishment that began in her childhood, after doctors told her parents she would be unable to learn at all. \"Although they were shocked, my parents hired a tutor who taught me sign language,\" recalled Jaimi. \"As I began to pick up the basics, it was clear that I could learn.\"\r\n
\r\n\r\nAt age five, Jaimi began her formal education at Perkins School for the Blind through the Deafblind Program—and stayed until she graduated 16 years later. Academics aside, Jaimi credits Perkins with preparing her to live independently through an opportunity to live in a training apartment before moving to a \"real\" one, which she shares with a deafblind roommate. \r\n
\r\n\r\nWhile an independent living counselor helps answer mail, pay bills and run errands, Jaimi relies on computer technology and large print software to complete a variety of other daily activities, including shopping, reading the newspaper and sending email. The Ride, a shuttle service for people with disabilities provided by the Massachusetts Bay Transit Authority, takes her to work and other places.\r\n
\r\n\r\nAfter graduating, Jaimi worked for 13 years as a messenger at a local hospital. During that time, she continued to participate in and speak at Perkins events -- and in 1999 served as the grand marshal of the annual Helen Keller Festival in Alabama. Accompanied by an interpreter and a representative from Perkins public relations department, Jaimi made a powerful impact on the audience. \"Jaimi’s gift is to let people know that blindness and deafness don’t have to mean isolation,\" explained Robert Guthrie, Perkins’ manager of public relations. \"It’s clear that she loves connecting with people.\" \r\n
\r\n\r\nNow a spokesperson for Perkins, Jaimi makes presentations through an interpreter to schools and civic organizations and serves as a tour guide for visitors to Perkins. In her speeches, including recent testimony before Congress in support of the Individuals with Disabilities Education Act, she speaks about the importance of education for all people—and the importance of communication. \"People are always interested in understanding the ways I am able to communicate,\" she said. \"And I love to share that with them.\"\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Mary Liz Van Dyck (Infant Toddler Program)','Testimonials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Mary Liz Van Dyck (Infant Toddler Program)','Testimonials','sub_head','Parent, Infant Toddler Program at Perkins'); INSERT INTO perkins_subsection_parts VALUES ('Mary Liz Van Dyck (Infant Toddler Program)','Testimonials','content','\r\nBorn 13 weeks early, Grace Van Dyck had what her mother calls a \"rough introduction to the world.\" Facing the vision, breathing and feeding challenges common in premature babies, Grace required a busy regimen of physical, speech and occupational therapies. When it was discovered that Grace also has a type of optic nerve hypoplasia, a condition that has made her legally blind, her parents felt that their world had fallen apart. \"Tim and I didn\'t know a single family with a child who is visually impaired.\" said Mary Liz Van Dyck, Grace’s mother. \"We felt powerless, frightened and alone.\"\r\n
\r\n\r\nAll of this changed when the Van Dycks became part of Perkins School for the Blind’s Infant Toddler Program. In most cases, services begin when a child is an infant and continue until he or she turns three. Grace started receiving regular home visits from a vision teacher. In addition, the Van Dyke’s were offered a spot in one of the program’s meetings for parents and their children.\r\n
\r\n\r\nWeekly sessions, held on Perkins’ campus, begin with a circle time for parents, children and siblings, followed by a time just for parents to converse and to share advice and support, an aspect of the program that Mary Liz describes as her \"lifeline.\" \"During this period parents learn from the ‘experts,’ all the parents who have gone before you,\" explained Mary Liz. \"It doesn’t take long to realize that we are not powerless at all. I learned what questions to ask and where to find answers.\"\r\n
\r\n\r\nAccording to Perkins social worker Ann Ross, most parents have similar feelings. \"What one parent can do for another is much more than I could ever provide.\" she explained. \"Its gratifying to watch moms and dads who enter the program with so many questions and fears eventually help other new parents and make them feel more in control of their situation.\"\r\n
\r\n\r\nWhen a child is three years old, Perkins staff, parents and pertinent school district representatives decide together on the next educational step. For Grace, now five, the choice was to continue coming to Perkins for preschool, where she can receive appropriate therapies, take advantage of the toy and talking book libraries, and her older brother Christian, a third grader at his local public school, can participate in sibling workshops and other family activities. \"Our whole family is stronger having faced what at one time seemed like an overwhelming challenge,\" said Mary Liz. \"We couldn\'t have done it without the support of the staff and other families at Perkins.\"\r\n
\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Roz Hanlon (Elder Services)','Testimonials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Roz Hanlon (Elder Services)','Testimonials','sub_head','Client, Perkins Outreach Services to Elders'); INSERT INTO perkins_subsection_parts VALUES ('Roz Hanlon (Elder Services)','Testimonials','content','\r\nWhen senior citizens are asked what they like best about the Elder Learning Center at Perkins School for the Blind, the answers range from \"to learn and be challenged,\" and \"it gives structure and purpose to my day,\" to \"the companionship of the group.\"\r\n
\r\n\r\nThe Elder Learning Center, which opened in 2000, offers seniors a variety of learning opportunities including cooking, arts and crafts, lecture and music appreciation series, a walking club, and a bookclub in conjunction with Perkins Braille and Talking Book Library. According to Debby Smith, the rehabilitation specialist who coordinates the center, broadening participants\' horizons is just one of the center\'s goals. \"Many older people who are visually handicapped risk becoming isolated,\" she said. \"Socializing is one of the most important parts of the program.\"\r\n
\r\n\r\nRoz Hanlon, who became legally blind in her early 60s, says that although she learned a great deal about low-fat recipes in the cooking class she took recently, the greatest benefit was the boost it gave her self-esteem. \"While learning about ways to cook and use kitchen implements safely, we saw that each of us had something important to contribute,\" she said.\r\n
\r\n\r\nWhile the Elder Learning Center provides opportunities for older people to learn from and get to know others in their age group, another component of Perkins\' services for seniors -- in-home rehabilitation teaching -- might give them the confidence they need to seek social opportunities in the first place.\r\n
\r\n\r\nMiss Hanlon, for example, learns from a Perkins rehabilitation specialist at home three days a week. One of the things she appreciates most about her lessons from Donna LeBlanc is the ability to practice new skills at home rather than in public. \"You have no idea how tricky certain foods are to eat,\" said Miss Hanlon. \"Donna was able to demonstrate a few techniques that have helped me overcome my self-consciousness, and that has made a world of difference in my ability to socialize.\"\r\n
\r\n\r\nAnother role of the home rehabilitation specialists is to suggest ways clients can adapt their homes so they are able to remain independent. \"A few small changes can help people negotiate their space more effectively,\" said Donna LeBlanc, who has helped Miss Hanlon label her washing machine and dryer dials, apply black tape around electrical outlets to make them more visible and adjust the lighting in her apartment.\r\n
\r\n\r\nFor Roz Hanlon, the combination of Perkins\' classes on campus and lessons at home has enriched life inside and outside her home. According to Roz, \"A person can\'t help but grow in this environment.\"\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Barbara Slattery (Lower School Program)','Testimonials','sub_head','Parent of a child in Perkins Lower School Program. \r\n'); INSERT INTO perkins_subsection_parts VALUES ('Barbara Slattery (Lower School Program)','Testimonials','content','\r\n\"There is no public school in Massachusetts that could offer what Perkins does to my daughter.\" This observation comes from Barbara Slattery, herself a 28-year teaching veteran, whose nine-year-old daughter Rebecca has been a student at Perkins School for the Blind’s Lower School Program for two years.\r\n
\r\n\r\nThrough her experience in the classroom, Barbara knows that children will rise to the challenge when people believe in them. So despite Rebecca’s blindness and learning disabilities, she had a difficult time accepting the low expectations of her daughter’s former public school teachers. \"If her dad and I don’t have high goals for her, who will?\" she asked.\r\n
\r\n\r\nAfter discovering that commuting is an option for Perkins students, the Slatterys began to see the possibilities and, after making the switch, it didn’t take long to see the difference in Rebecca. \"She has become quite a talker—we know every day what happened in all her classes,\" said Barbara. In addition to evidence that Rebecca clearly is learning, she is forming relationships with people that make learning a joyful experience. \"She is in awe of her music teacher and, as a result, she is developing an interest in music and musical instruments,\" Barbara explained. \"Her swimming instructor is always surrounded by kids in the pool—and Rebecca is one of them. She’s thrilled to be part of the group.\"\r\n
\r\n\r\nEager to share their impressions of their daughter’s school with friends and family, the Slatterys always invite others to Perkins events. \"It’s important for people to see firsthand Rebecca’s world and how happy she is,\" said Barbara. \"To meet the children at Perkins and witness all the gifts they possess helps others see past the disabilities and view the child as a child.\"\r\n
\r\n\r\nBarbara knows that when Rebecca is ready, she will most likely become a Perkins resident. For now, the hour-plus commute is worth it. \"I believe miracles happen through people and I see the entire staff at Perkins helping Rebecca become the person she is destined to be,\" Barbara said. \"But for right now I appreciate that she’s a little kid who loves her school.\"\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Denise Yerardi (Secondary Program)','Testimonials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Denise Yerardi (Secondary Program)','Testimonials','sub_head','Parent of a student in Perkins Secondary Program\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Community Living','Off Campus','sub_head','Community Living Services'); INSERT INTO perkins_subsection_parts VALUES ('Community Living','Off Campus','content','\r\nPerkins Community Living Services is an outreach program that provides individual support to adults who are blind, visually handicapped, deafblind or multihandicapped. Providing ongoing support and encouragement, independent living specialists from Perkins visit community living clients in their own apartments in the Watertown, Massachusetts area. Each individual is encouraged to learn new skills and to use local resources to attain maximum independence as a valued member of the community.\r\n
\r\n\r\nIndividuals participating in the Community Living program are expected to be employed, attend a day program or participate in volunteer work. Perkins\' independent living specialists also work with clients\' rehabilitation counselors and state agency personnel to provide a well-rounded level of support.\r\n
\r\n\r\nMonthly fees for the program cover staff costs and expenses, and funding options include a combination of private funds, wages and state agency resources.\r\n
\r\n\r\nFor more information about Perkins Community Living Services, contact CommunityLiving@Perkins.org.\r\n
\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Lawrence Melander (Lower School)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Lawrence Melander (Lower School)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Lawrence Melander (Lower School)','Program Supervisors','content','\r\nLarry Melander has been with Perkins Lower School Program for the past 34 years, first as a teacher and then, in 1974, he was appointed to the position of supervisor. In this capacity, Larry is responsible for the administration of educational and support programs for blind, visually handicapped and multihandicapped elementary age children. He coordinates services such as psychology, social work, speech therapy, physical therapy, occupational therapy, and music therapy. A significant portion of his time is spent working with families of students and with the parents of prospective students who are considering admission. Under Larry\'s supervision, Lower School has 54 children (residential and day students) from 44 towns in the Boston area and New England. \r\n
\r\n\r\nLarry has co-conducted teacher training in working with students with multiple handicaps in schools for the blind in Slovakia and Saudi Arabia. He is a member of the Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) and the National Education Association (NEA).\r\n
\r\n\r\nLarry is a graduate of Bates College and received a master\'s degree in Education with a specialization in education of the visually handicapped from Boston College. He was certified by the Boston College/Perkins Teacher Training Course Program and received his Certificate of Advanced Education Studies (C.A.E.S.) degree in Special Education Administration at Boston College.\r\n
\r\n'); INSERT INTO perkins_subsection_parts VALUES (' Historical Timeline','History','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES (' Historical Timeline','History','sub_head',''); INSERT INTO perkins_subsection_parts VALUES (' Historical Timeline','History','content','\r\n1829 Dr. John Fisher charters the first school for the blind in the United States \r\nupon his return from France where he observed advancements in the education \r\nof people who were blind.\r\n
\r\n\r\n1832 Using rooms in his father’s house located in downtown Boston, Samuel \r\nGridley Howe, the School’s first director, began teaching a handful of blind \r\nstudents.\r\n
\r\n\r\n1833 Enrollment grows, and Thomas Perkins, Vice President and School \r\nTrustee, offers his larger home to the School to meet the growing demand for \r\neducational services for children who are blind.\r\n
\r\n\r\n1837 Laura Bridgman enrolls in the School and becomes the first documented \r\ndeafblind person to be educated. Years later, Bridgman teaches Perkins \r\nstudent, Anne Sullivan how to communicate with a person who is deafblind.\r\n
\r\n\r\n1839 Sixty-five students are enrolled at the School, and a still larger facility is \r\nneeded. Thomas Perkins sells his house and donates the proceeds in order to \r\nmove the school to a former hotel in South Boston. In honor of his generosity, \r\nthe School was named for Perkins.\r\n
\r\n\r\n1842 Charles Dickens visits Perkins and enthusiastically praises Howe\'s work \r\nwith Laura Bridgman in his book American Notes. Years later, Kate Adams Keller \r\nreads Dickens’ book and realizes there is hope that her six-year-old daughter – \r\nHelen – deafblind since age 19 months, can be educated. \r\n
\r\n\r\n1881 Howe Press is established to emboss books first in Boston Line Type and \r\nlater in braille, a new technology created by Louis Braille to help people who \r\nare blind read and write. \r\n
\r\n\r\n1887 Growing success in educating children who are blind leads Perkins to \r\nopen the first kindergarten for the blind in the U.S.\r\n
\r\n\r\n1887 Director Michael Anagnos sends Perkins graduate Anne Sullivan to teach \r\nHelen Keller at her home in Alabama.\r\n
\r\n\r\n1888 Helen Keller returns to Perkins with her teacher, Anne Sullivan, where \r\nthey remain until 1893.\r\n
\r\n\r\n1912 A new campus is built on 38 acres on the banks of the Charles River in \r\nWatertown, Massachusetts, the School\'s current site. The new location \r\nallowed the School to increase the quality of service to the students. \r\n
\r\n\r\n1923 Perkins School creates another \"first\" - the Hayes-Binet test, which \r\nreveals that the intelligence of the blind population is no different from the \r\nsighted.\r\n
\r\n\r\n1931 Perkins Regional Library is one of 19 libraries around the United States \r\ninstituted as part of a national library network for the blind. \r\n
\r\n\r\n1932 Perkins celebrates its first century of service and organizes a separate \r\nDeafblind department.\r\n
\r\n\r\n1951 The first Perkins Brailler is designed and produced by David Abraham at \r\nPerkins Howe Press.\r\n
\r\n\r\n1955 The School name changes from Perkins Institution for the Blind to Perkins \r\nSchool for the Blind.\r\n
\r\n\r\n1956 Helen Keller revisits Perkins to dedicate the Keller-Sullivan building in \r\nmemory of her teacher, Anne Sullivan.\r\n
\r\n\r\n1977 Howe Press produces the 100,000th Perkins Brailler less than 30 years \r\nafter the first model was produced.\r\n
\r\n\r\n1982 The Perkins School Board of Trustees decides to change the charter and \r\nadmit students with multiple handicaps other than blindness.\r\n
\r\n\r\n1989 Thanks to a generous contribution from the Conrad N. Hilton Foundation, \r\nPerkins Director Kevin Lessard creates the Hilton/Perkins Program to expand \r\nservices throughout the United States and in 50 developing countries.\r\n
\r\n\r\n1991 Perkins Outreach Services launches its Elders Program to help seniors \r\nwho are visually handicapped – the fastest growing blind population – regain \r\ntheir independence.\r\n
\r\n\r\n2000 The new Perkins Braille and Talking Book Library is unveiled to better \r\nserve the growing number of patrons in New England who are blind, visually \r\nhandicapped or otherwise unable to read traditional print. Founded in 1931, \r\nthe Library annually circulates more than more than 50,000 recorded titles and \r\nmagazines, and 16,000 Braille books available in more than 60 foreign \r\nlanguages.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Christopher Underwood (Diagnostic Evaluation)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Barbara Slattery (Lower School Program)','Testimonials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Cynthia Essex (Secondary School)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Foreign Languages','Available Materials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Jaimi Lard (Deafblind Program)','Testimonials','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool Services','Off Campus','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Preschool Services','Off Campus','sub_head','Community-Based'); INSERT INTO perkins_subsection_parts VALUES ('Preschool Services','Off Campus','content','\r\nThe remarkable success of Perkins Infant/Toddler Program and Perkins on-campus Preschool Program helped spark the development of Preschool Community-Based Services available to children beginning with age three and into early childhood who are blind or deafblind (with or without additional handicaps). For parents, being connected to Perkins is reassuring. For their children, it is invaluable.
\r\n\r\nFor many parents, Perkins Preschool Community-Based Services is a natural progression beyond the Infant/Toddler Program, which provides services to children from birth to age three. Preschool Community-Based Services offers direct and consultation services in the community at child care centers, schools and other facilities. Services are provided by certified teachers of the visually handicapped, teachers of the deafblind and orientation and mobility specialists.
\r\n\r\nReceiving Preschool Community-Based Services from Perkins begins with a referral through the local school system, which must approve the services to be provided. Perkins is committed to working with schools and families because a child who is blind or deafblind and receives good pre-school support has a much improved chance of remaining in the community and attending public school. Currently, Perkins has arrangements to provide services through school systems in New Hampshire in addition to Massachusetts. Previously, services have also been available through school systems in Maine and Rhode Island.
\r\n\r\nTo find out more about Perkins Preschool Community-Based Services, contact (617) 972-7393, or PreschoolServices@Perkins.org.
\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Christopher Underwood (Diagnostic Evaluation)','Program Supervisors','content','\r\nChris Underwood began his career at Perkins in 1979 as a houseparent in the Lower School Program. He has been the Supervisor of the Diagnostic Evaluation Services since 1985. His responsibilities include supervising the evaluations of children who are blind and deafblind as well as coordinating the admissions process at the School. He works closely with the supervisors and staff from the four on-campus educational programs. He has worked extensively with families and school districts from most states in the U.S. and many regions around the world.\r\n
\r\n\r\n\r\nChris is the Chair of the School\'s Program Review Team, a cross-department team of professionals who review behavior management programs for the students at the School. He also coordinates the re-licensing studies conducted bi-annually by the Massachusetts Office of Child Care Services.\r\n
\r\n\r\n\r\nChris earned a Bachelor of Arts degree from the University of Maine. In addition to his direct experience in the field, he has acquired specialized knowledge through coursework and workshops in childcare, vision, early language development, and behavior management. He has developed workshops and in-service training in the areas of admissions and behavior management policy.\r\n
\r\n'); INSERT INTO perkins_subsection_parts VALUES ('Christopher Underwood (Diagnostic Evaluation)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Historical Timeline','History','content','\r\n1829 Dr. John Fisher charters the first school for the blind in the United States \r\nupon his return from France where he observed advancements in the education \r\nof people who were blind.\r\n
\r\n\r\n1832 Using rooms in his father\'s house located in downtown Boston, Samuel \r\nGridley Howe, the School\'s first director, begins teaching a handful of blind \r\nstudents.\r\n
\r\n\r\n1833 Enrollment grows, and Thomas Perkins, vice president and School \r\ntrustee, offers his larger home to the School to meet the growing demand for \r\neducational services for children who are blind.\r\n
\r\n\r\n1837 Laura Bridgman enrolls in the School and becomes the first documented \r\ndeafblind person to be educated. Years later, Bridgman teaches Perkins \r\nstudent Anne Sullivan how to communicate with a person who is deafblind.\r\n
\r\n\r\n1839 Sixty-five students are enrolled at the School, and a still larger facility is \r\nneeded. Thomas Perkins sells his house and donates the proceeds in order to \r\nmove the School to a former hotel in South Boston. In honor of his generosity, \r\nthe School is named for Perkins.\r\n
\r\n\r\n1842 Charles Dickens visits Perkins and enthusiastically praises Howe\'s work \r\nwith Laura Bridgman in his book, American Notes. Years later, Kate Adams Keller \r\nreads Dickens\' book and realizes there is hope that her six-year-old daughter, Helen - deafblind since age 19 months, can be educated. \r\n
\r\n\r\n1881 Howe Press is established to emboss books, first in Boston Line Type and \r\nlater in braille, a new technology created by Louis Braille to help people who \r\nare blind read and write. \r\n
\r\n\r\n1887 Growing success in educating children who are blind leads Perkins to \r\nopen the first kindergarten for the blind in the U.S.\r\n
\r\n\r\n1887 Director Michael Anagnos sends Perkins graduate Anne Sullivan to teach \r\nHelen Keller at her home in Alabama.\r\n
\r\n\r\n1888 Helen Keller returns to Perkins with her teacher Anne Sullivan, where \r\nthey remain until 1893.\r\n
\r\n\r\n1912 A new campus is built on 38 acres on the banks of the Charles River in \r\nWatertown, Massachusetts, the School\'s current site. The new location \r\nallows the School to increase the quality of service to the students. \r\n
\r\n\r\n1923 Perkins School creates another \"first\" - the Hayes-Binet test, which \r\nreveals that the intelligence of the blind population is no different from the \r\nsighted.\r\n
\r\n\r\n1931 Perkins Regional Library is one of 19 libraries around the United States \r\ninstituted as part of a national library network for the blind. \r\n
\r\n\r\n1932 Perkins celebrates its first century of service and organizes a separate \r\nDeafblind department.\r\n
\r\n\r\n1951 The first Perkins Brailler is designed and produced by David Abraham at \r\nPerkins Howe Press.\r\n
\r\n\r\n1955 The School name changes from Perkins Institution for the Blind to Perkins \r\nSchool for the Blind.\r\n
\r\n\r\n1956 Helen Keller revisits Perkins to dedicate the Keller-Sullivan building in \r\nmemory of her teacher, Anne Sullivan.\r\n
\r\n\r\n1977 Howe Press produces the 100,000th Perkins Brailler less than 30 years \r\nafter the first model was produced.\r\n
\r\n\r\n1982 The Perkins School Board of Trustees decides to change the charter and \r\nadmit students with multiple handicaps other than blindness.\r\n
\r\n\r\n1989 Thanks to a generous contribution from the Conrad N. Hilton Foundation, \r\nPerkins Director Kevin Lessard creates the Hilton/Perkins Program to expand \r\nservices throughout the United States and in 50 developing countries.\r\n
\r\n\r\n1991 Perkins Outreach Services launches its Elders Program to help seniors \r\nwho are visually handicapped - the fastest growing blind population - regain \r\ntheir independence.\r\n
\r\n\r\n2000 The new Perkins Braille and Talking Book Library is unveiled to better \r\nserve the growing number of patrons in New England who are blind, visually \r\nhandicapped or otherwise unable to read traditional print. Founded in 1931, \r\nthe Library annually circulates more than more than 50,000 recorded titles and \r\nmagazines and 16,000 braille books available in more than 60 foreign \r\nlanguages.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Magazine Services','Available Materials','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Ways to Give','Make a Donation','content','\r\nGifts may be made to Perkins School for the Blind by:\r\n
\r\n\r\nDonating cash gifts by mail. Cash gifts are usually given in the form of a check and are the \r\nmost popular and simplest type of gift to Perkins School for the Blind. You may claim a tax \r\ndeduction for your full cash gift. When giving by check, please make sure you include your \r\nname and mailing address so that we may acknowledge your generosity. Your check made \r\npayable to Perkins School for the Blind may be mailed to:\r\n
\r\n\r\nDevelopment Office
\r\nPerkins School for the Blind
\r\n175 North Beacon Street
\r\nWatertown, MA 02472\r\n
\r\nDonating by telephone. Perkins accepts credit card donations using MasterCard(TM) and Visa(TM) \r\nas the method of payment. Your donation may be made by calling the Development Assistant, \r\nTara Murphy at (617) 972-7328. \r\n
\r\n\r\nDonating stock, either electronically or by transferring certificates through the mail is an \r\nexcellent way to support Perkins. \r\n
\r\n\r\nThe following information will enable your broker to facilitate an electronic transfer of stock:\r\n
\r\n\r\nBrokerage:
\r\nFiduciary Trust Company
\r\n175 Federal Street
\r\nBoston, MA 02110
\r\n617.482.5270
\r\nFax: 617.482.3774\r\n
\r\nDTC Number: 2126\r\n
\r\n\r\nAccount Name:
\r\nPerkins School for the Blind (Perkins Suspense Account)\r\n
\r\nAccount Number: 68200-203\r\n
\r\n\r\nFor audit and acknowledgement purposes, the transferring broker must provide the donor\'s \r\nname, the complete address and the name and number of securities transferred.\r\n
\r\n\r\nTo help you facilitate a gift of stock, please contact Carlene Johnson at (617) 972-7466 or \r\nCarlene.Johnson@Perkins.org. Details on how to deliver donated securities through the mail are \r\navailable.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Planned Giving','Thomas H. Perkins Society','content','\r\nPerkins offers several ways that donors may make gifts that last a lifetime. Planned giving offers the opportunity of creating a personal legacy by bequeathing money to the School in your will or structuring a gift of securities or other assets which pays you a guaranteed income during your lifetime and reverts to Perkins upon your death.\r\n
\r\n\r\nThese two forms of planned giving fall into two categories - Bequests and Life Income Gifts. \r\nBequests involve naming Perkins as a beneficiary in the donor\'s will and may be structured in \r\nseveral ways. Life Income Gifts allow the donor to irrevocably transfer some assets to Perkins \r\nnow, and in return, the donor (and a survivor if wished) will receive income for life. \r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Bequests','Thomas H. Perkins Society','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Bequests','Thomas H. Perkins Society','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Bequests','Thomas H. Perkins Society','content','\r\nMany loyal friends have found that naming Perkins School for the Blind as a beneficiary in their \r\nwills is a relatively easy way to make a significant investment in the future of our Mission. The \r\nfederal government encourages these gifts or bequests by allowing an unlimited estate tax \r\ncharitable deduction.\r\n
\r\n\r\nA bequest is when you bequeath a specific sum of cash or other property. The suggested \r\nwording for making such a bequest is as follows:\r\n
\r\n\r\n\r\nI hereby give, devise and bequeath to the Perkins School for the Blind, a \r\ncorporation duly organized and existing under the laws of the Commonwealth of \r\nMassachusetts, the sum of ............. dollars ($...................), the same to be applied \r\nto the general uses and purposes of said corporation under the direction of its \r\nBoard of Trustees; and I do hereby direct that the receipt of the Treasurer for the \r\ntime being of said corporations shall be sufficient discharge to my executors for \r\nthe same.\r\n\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Life Income Gifts','Thomas H. Perkins Society','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Life Income Gifts','Thomas H. Perkins Society','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Planned Giving','Thomas H. Perkins Society','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Life Income Gifts','Thomas H. Perkins Society','content','\r\nYou may make a gift to Perkins School for the Blind and receive an annual income payment for \r\nlife. Two such methods of donating to Perkins are: \r\n
\r\nFor further information about Bequests or Life Income Gifts, contact Ursula Turano at \r\nUrsula.Turano@Perkins.org, or by telephone at (617) 972-7284.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Teacher Education Activities','International Services','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Teacher Education Activities','International Services','content','\r\nFor teachers and related professionals, Hilton/Perkins staff design training courses in the \r\nlocal community so that schools can be more effective in working with children who are \r\nmultihandicapped blind or deafblind. Through its Educational Leadership Program, \r\nteachers who have potential to be leaders and trainers in their communities are invited to attend special extended \r\ntraining programs on the Perkins campus. Hilton/Perkins staff members also visit schools, \r\nconsulting with educators on how to further develop their programs for multihandicapped \r\nblind and deafblind children. The program develops specialists for the blind and deafblind \r\nwithin each region to serve as resource people in training other teachers as well as parents. \r\nHilton/Perkins staff members, working with other educators, also create university-level \r\nteacher training programs. They contribute to teacher training through the translation of \r\nexisting articles and literature on multihandicapped blind and deafblind children, as well as \r\nby researching and writing new publications.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Parent Training Activities','International Services','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Parent Training Activities','International Services','content','\r\nHelping parents with training and assistance and aiding in the formation of parent \r\norganizations is a cornerstone and key activity to the Hilton/Perkins international \r\ncommitment. Helping parents is especially important because in many countries, care for \r\nchildren who are multihandicapped blind or deafblind occurs primarily in the home. \r\nHilton/Perkins staff members show parents that their child does have a future made possible \r\nthrough education and specialized services, with the support of assistive devices and adapted \r\ntechniques. Parents also learn to be a great source of support to each other. \r\n
\r\n\r\nA special emphasis for Hilton/Perkins staff members working with parents and teachers are \r\nprograms that focus on early intervention services for infant, toddler and preschool children. The sooner a parent or teacher begins working \r\nwith children who are multihandicapped blind or deafblind, the more likely the children are \r\nto develop necessary life and learning skills.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Community Activities','International Services','content','\r\nHilton/Perkins staff members work with local organizations to bring many educational services into communities. For example, they work with schools and parent organizations to organize and conduct regional seminars. They also assist groups to advocate more successfully for funding and increased services on behalf of children who are multihandicapped blind and deafblind, with local and national government agencies. The Hilton/Perkins Program also shows local community-based groups how to raise funds more effectively to expand or underwrite new programs in their communities.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Parents','Domestic Services','content','\r\nThe Hilton/Perkins Program provides funding and consultation to the National Association \r\nof Parents of the Visually Impaired (www.NAPVI.org) and the National Family Association \r\nfor the Deafblind (www.NFADB.org). Both organizations provide valuable services to \r\nparents and family members of multihandicapped blind and deafblind children. Both \r\nNAPVI and NFADB operate national and state-level organizations that assist families to \r\nadvocate on behalf of expanded services for their children who are multihandicapped blind and deafblind.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Teachers','Domestic Services','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Teachers','Domestic Services','content','\r\nHilton/Perkins Domestic Services also include an array of services for educators and \r\nschools, including early intervention programs serving infants and toddlers. Among these \r\nare training courses and seminars and onsite consultation. Hilton/Perkins reaches \r\neducators throughout the United States by providing in-service training for teachers; the \r\nprogram also coordinates activities with many state deafblind centers and other \r\norganizations, which also have information to assist in teaching of children who are multihandicapped blind \r\nand deafblind.\r\n
\r\n\r\nMany of the Publications developed by Hilton/Perkins staff are specifically designed to \r\naid teachers who, oftentimes, have limited experience in working effectively with children \r\nand young people who are multihandicapped blind and deafblind.\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Outreach','Off Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES (' Vision Rehabilitation Services','Off Campus','content',''); INSERT INTO perkins_subsection_parts VALUES (' Vision Rehabilitation Services','Off Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES (' Vision Rehabilitation Services','Off Campus','meta_photo','section.php?id=67'); INSERT INTO perkins_subsection_parts VALUES ('Vision Rehabilitation Services','Off Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Vision Rehabilitation Services','Off Campus','meta_photo','section.php?id=67'); INSERT INTO perkins_subsection_parts VALUES ('Elders','Off Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Elders','Off Campus','meta_photo','area.php?id=7'); INSERT INTO perkins_subsection_parts VALUES ('Vision Rehabilitation Services','Off Campus','content',''); INSERT INTO perkins_subsection_parts VALUES ('Outreach','Off Campus','meta_photo','area.php?id=8'); INSERT INTO perkins_subsection_parts VALUES ('Training for Professionals','Off Campus','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Training for Professionals','Off Campus','meta_photo','section.php?id=89'); INSERT INTO perkins_subsection_parts VALUES ('Elders','Off Campus','content',''); INSERT INTO perkins_subsection_parts VALUES ('Outreach','Off Campus','content',''); INSERT INTO perkins_subsection_parts VALUES ('Training for Professionals','Off Campus','content',''); INSERT INTO perkins_subsection_parts VALUES ('Historical Timeline','History','sub_head',''); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton / Perkins Program)','Program Supervisors','meta_photo',''); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton / Perkins Program)','Program Supervisors','sub_head','Supervisor, International and National Services'); INSERT INTO perkins_subsection_parts VALUES ('Michael T. Collins (Hilton / Perkins Program)','Program Supervisors','content','\r\nMike Collins has led the Hilton/Perkins Program since its inception in 1989 and previously served as educational supervisor for Perkins\' Deafblind Program. He has worked as an educational consultant to the Michigan Department of Education and is a former teacher of deafblind students. Mike is a frequent speaker at national and international conferences that address the education and development of children who are blind and deafblind, and is a strong proponent of teacher training for people who are blind and deafblind, domestically and in developing countries.
\r\n\r\nCurrently serving as President of Deafblind International, Mike was awarded that organization\'s Distinguished Service Award in 1999. He is also the founder and co-chair of the National Coalition on Deafblindness, a national advocacy organization. Additionally, he is an active member of the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER) and chaired that organization\'s Division for Multiply Impaired from 1980 to 1988. In 1995, he received AER\'s Northeast Region Distinguished Service Award. He also received American Foundation for the Blind\'s Access Award in 1990.
\r\n\r\nMike holds a master\'s degree in Special Education, with an emphasis in education of the child who is deafblind or multiply impaired from Boston College (1972) and studied philosophy and theological studies at St. John\'s Seminary, Brighton, MA (1969-1970).\r\n
'); INSERT INTO perkins_subsection_parts VALUES ('Christopher Underwood (Diagnostic Evaluations / Admissions)','Program Supervisors','sub_head','Supervisor'); INSERT INTO perkins_subsection_parts VALUES ('Christopher Underwood (Diagnostic Evaluations / Admissions)','Program Supervisors','content','\r\nChris Underwood began his career at Perkins in 1979 as a houseparent in the Lower School Program. He has been the supervisor of Diagnostic Evaluations / Admissions since 1985. His responsibilities include supervising the evaluations of children who are blind and deafblind as well as coordinating the admissions process at the School. He works closely with the supervisors and staff from the four on-campus educational programs. He has worked extensively with families and school districts from most states in the U.S. and many regions around the world.\r\n
\r\n\r\n\r\nChris is the chair of the School\'s Program Review Team, a cross-departmental team of professionals who review behavior management programs for the students at the School. He also coordinates the re-licensing studies conducted biannually by the Massachusetts Office of Child Care Services.\r\n
\r\n\r\n\r\nChris earned a bachelor of arts degree from the University of Maine. In addition to his direct experience in the field, he has acquired specialized knowledge through coursework and workshops in childcare, vision, early language development, and behavior management. He has developed workshops and in-service training in the areas of admissions and behavior m