[nfb-talk] critical analysis paper

Wed Dec 15 22:48:30 UTC 2010

Lisa, I'll tell a little of my experience here, then. First of all, I
don't know of any research articles. I have some experience, because I
was trained in public school. I can also give observations of my peers
in the school for the blind in AR. If I find any research articles,
I'll send them to you, but for my experiences, here you go. I had a
Braille teacher who worked with me from k/5. Everything was fine
during that time, I did quite welll. Sixth grade rolled around, and my
Braille teacher left for another job. I had two different people, and
neither one knew what they were doing. I wound up teaching them, (not
the other way around.) My seventh grade year came, and I had another
lady. She didn't know what to do, but she was taking classes. After
her classes, everything went great again. She stayed with me
throughout high school. I graduated in 2007 from DeWitt, High School,
in DeWitt, AR. Now, I had my textbooks provided in Braille for the
most part, I had my senior English textbook on audio. I did well in
math, because my K/5 Braille teacher taught me different methods to do
math in Braille, (Nemith Code,) was one of them. He showed me
different ways to group the one's, Ten's Hundred's, etc. I did really
good in those math classes, in school. In Algebra and Geometry, they
made modefications, which cut out the graphs and other visual content.
Now, to my observations of residential schools. I have noticed that my
peers going to residential schools don't graduate on time. For
example, I'm 21 years old. I graduated at the age of 17 in 2007, (when
i was supposed to.) I attended Jumpstart, some kind of job training
program for the Arkansas School for the Blind. There, I noticed 2
people, who should have graduated a year before me, but they were to
graduate in 2008. They were graduating 2 years too late. They were
very intellegent, but because of the special needs of some, their
education was slowed. A friend of mine from another state told me that
she graduated on time from her school, but that her state's school for
the blind is the same way. The schools for the blind, (residential
schools,) don't separate the children like public schools do. They
should! Children who have difficulty learning, should be put in a
Special Education class, while other students, who are doing well
should be in the normal classroom. That will solve the problem with
the graduation rates in residential schools. Until they solve this
problem, I'm against residential schools. I'll find you some research,
but you can read this, and tell me what you think about it. Blessings,
Joshua Ps: Please E-mail me off list. Thanks.
On 12/15/10, Lisa Kidder <lisa.akidder at gmail.com> wrote:
> I'm writing about this, beecause I did not learn a lot of the
> academic skills that I would have learned in a public school.  I
> was sent to a residental school at age three, and was told that I
> would never learn math, because I would never understand the
> concept of numbers.  I did not learn how to multiply or divide
> until I had to take a bisic math class in college.  I finished
> the class with an a.  It seems like the school that I went to
> focused mainly on the independent living skills, but not as much
> on the academic skills.  I never had to advocate, like I do now
> in college because all of my textbooks were provided in braille
> when I was school.  As far as taking notes, the teachers told us
> what to put down.  We did not have to decide what was important.
> Lisa
>
>  ----- Original Message -----
> From: Mike Freeman <k7uij at panix.com
> To: NFB Talk Mailing List <nfb-talk at nfbnet.org
> Date sent: Wed, 15 Dec 2010 13:31:17 -0800
> Subject: Re: [nfb-talk] critical analysis paper
>
> Lisa:
>
> The argument or debate you're trying to flesh out is specious and
> the supposed controversy illusory.  It's not a matter of which
> school setting is best but rather which is best for a given child
> at a given time with given educational goals and a given skill
> set and knowledge base.  This is part of what's negotiated in an
> IEP.
>
> Mike
>
> sent from my iPhone
>
>
> On Dec 15, 2010, at 12:23, "Lisa Kidder" <lisa.akidder at gmail.com>
> wrote:
>
>  That would be helpful and yes, i am looking for articles with
> facts for both sides of the issue.  meaning both for and against.
>
>  ----- Original Message -----
>  From: "T.  Joseph Carter" <carter.tjoseph at gmail.com
>  To: NFB Talk Mailing List <nfb-talk at nfbnet.org
>  Date sent: Wed, 15 Dec 2010 00:29:40 -0800
>  Subject: Re: [nfb-talk] critical analysis paper
>
>  While I haven't got any peer reviewed primary sources for you
> off the
>  top of my head, I'm sure you could get a dozen article-length
>  treatises on the subject in favor of both positions simply by
> having
>  asked the question here.  *grin*
>
>  If it would be of benefit, I likely could produce one tomorrow
>  discussing the benefits and consequences of a residential
> school, but
>  generally concluding generally in favor of them.
>
>  A pretty significant number of others I'm sure could likewise
> reach
>  the opposite conclusion with similar care and consideration of
> the
>  issue.
>
>  Joseph
>
>
>  On Wed, Dec 15, 2010 at 12:57:07AM -0600, Lisa Kidder wrote:
>  I don't know if this is the right list to post this on, and i
> just
>  joined this list.  i'm working on a critical analysis paper for
> my
>  diversity democracy class, and i chose the topic of whether a
> blind
>  student should attend a public or residential school.  does
> anyone
>  know where I can find reputable articles supporting both sides
> of
>  this argument.  Thanks in advance.
>
>  Lisa
>
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