Maryland Sailor
Teachers using computers in their classrooms take 40 hours of inservice training in their first year and 20 hours in their second year. The school contracts with experienced individuals to conduct the training and also uses an expert mentor model, with more experienced teachers helping the less experienced. With a faculty of approximately 130 teachers, over 90 percent have participated in technology inservice programs.
Computers were introduced in 1983 in this K-12 residential school, which serves approximately 610 students who are blind, deaf, or have special needs. For all of these students, computer technology is used in various ways. For those who are blind, for example, it is used primarily as a means of extending communication. For students who are deaf, it is used as a springboard to build concepts for written language. For students with special needs other than blindness or deafness, it is used more for instruction (such as review of basic skills) and language development.
All equipment used in the school is purchased through special funds. As a state institution, the school has received grants from the state legislature to purchase equipment; and over the last eight years, the school received two grants from Apple Computer to purchase equipment and to conduct training. In addition, a private foundation supports the purchase of some of the equipment.
The school is now in the process of being retrofitted to handle new technology. The institute received one $200,000 grant from the state to retrofit four of the major buildings; and recently they applied for a second grant. Since the school is made up of a complex of buildings, it will take some time to wire the entire institution. However, this year, almost every classroom has at least one computer. The school also has equipped two language arts classrooms (one in the deaf high school and one in the blind high school) with at least six networked computers for total integration of technology throughout its curriculum. In addition, each classroom has a modem with access to the FIRN (Florida Information Resource Network) and, of course, the Internet.
Blind and Low-Vision Population
When computers were first introduced to students who are blind, staff began experimenting with word processing capabilities. Within a short time, they realized that computers provided a way for students who are blind to break out of their isolation and communicate with people in the community they would not otherwise have access to.
In first grade, students who are blind are introduced to basic keyboarding skills. Usually by third grade, they begin learning how to use software to telecommunicate. They start by learning how to communicate with one another, then branch out to a local bulletin board within the community, which enables them to talk with other people outside the school. (One student developed such good contacts in the community that it led to a job upon graduation.)
By the end of middle school, students become relatively fluent in the use of the network and can download files; and as experience with telecommunication increases, students begin using the Florida Information Resource Network, which gives them Internet access.
Students can take the computers home on weekends and, if parents are willing to accept responsibility for the equipment, they can take the equipment home with them over the summer. Staff noted that as more computers are going into the homes, parents are becoming more involved and often call the school to request help in deciding what type of equipment to purchase for their children.
Telecommunications opens unseen doors for those who are totally blind. There is a world of information available to them through computers with voice synthesizers and braille impact printers. As expected, the ability to have current information literally at their fingertips has helped students who are blind become more productive. As John Mark Leach noted, An assignment that used to take students three weeks, because they had to wait for some transcribed information, can now be finished in three days.
While technology for those who are totally blind focuses primarily on facilitating communication, for students with low vision, the technology is used for both telecommunications and computer-assisted instruction. Students can use off-the-shelf instructional programs with large-print monitors and printers.
Deaf Population
Students who are deaf use technology to develop language skills. These students tend to have trouble processing written language, but, through the use of animation, video, and other software, students and teachers work cooperatively to enter new worlds of expression.
The school is integrating technology into the curriculum as well as building on students' own experiences. For example, high school students, some of whom escaped from Cuba, are building a hypermedia presentation of life in Cuba. Through a cooperative effort, students who are deaf are planning, developing, and producing a multi-media expression of their experiences to share with others.
A recent grant from Apple Computers is being used to develop a curriculum that focuses on the theme of Deaf Culture. This curriculum will give children who are deaf the opportunity to explore the richness and diversity of their own culture, and will encourage a sense of pride as well as improve their language and writing skills all through telecommunications.
Glitches
Lack of sufficient resources is a problem. There are not enough computers available and some teachers lack telephone lines to connect to the Internet.
More specifically, it is difficult to get the peripheral and software equipment needed by those who are blind. Since the market is relatively small, not enough profit motive exists to drive the development of new software. The change in technology from MS DOS to Windows also hinders accessibility for students who are blind.
The Future
Students are turned on to learning through the use of computers and are disappointed when technology is not available. For example, some middle school students were disappointed when they moved on to high schools where computers were not available. Yet, everyone seems to be looking forward to having all the school buildings retrofitted. Once completed, it will be the norm for students who are deaf and blind to easily share files and chat with one another. The school also will continue to ensure that all teachers interested in using computers receive adequate training, making the future for this experiment look bright.
John Mark Leach
Florida School for the Deaf and Blind
St. Augustine, Florida
(904) 823-4461
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Pittsburgh, Pennsylvania
Maryland Sailor
kstubbs and gsolomon, 12/9/94