[nfb-talk] critical analysis paper

Wed Dec 15 23:51:44 UTC 2010

Heather, you're correct. Expectations, that's the key. One thing that
every teacher made sure of,  was that they never gave me special
treatment. I was made to do everything the sighted kids did. I knew
what was expected of me, and I was able to do it, by the grace of God.
Please read my post on my story, and the observations of the schools
for the blind in two different states that I've mentioned. Blessings,
Joshua

On 12/15/10, H. Field <missheather at comcast.net> wrote:
> Hi Lisa,
> Your personal story does not demonstrate that residential schools for
> the blind are bad for blind children. Nor does it show that a public
> school would have been better. Your story tells us that your
> particular blind school did not educate you, and possibly other blind
> students in the their care, to meet your potential.
>
> Sadly, there are horror stories told by blind graduates of both
> educational models. I personally know quite a number of blind students
> who left public school and went to the school for the blind in their
> state because they were not receiving a proper education in public
> school.
>
> What ensures an appropriate education for blind students is not which
> building they are taught in, or whether they have blind or sighted
> peers. The important factors are the expectations, attitudes and skill
> level of teachers and parents. If expectations are age-appropriate and
> positive, if the attitudes are, "can do", and positive and if the
> teachers are informed and competent, then the blind students will do
> well, whatever educational placement they are in. If expectations are
> low and negative, then the students will perform poorly. Well informed
> parents who have age-appropriate expectations and are willing to
> advocate for their child are also a major factor in blind students
> having their educational needs met.
>
> I agree with Mike that you will not be able to prove what educational
> model is best for blind students, no matter how many articles you
> find. There are too many variables affecting the success or failure of
> students in both placements. I would encourage you to change topics.
> For example, to what degree do age-appropriate, positive expectations
> effect the successful education of blind students" would be a much
> better topic. A search for articles will yield you much more to work
> with. You will be able to cite research from the general education
> field to support your hypothesis that expectations are a critical
> factor in determining successful student outcomes.
> The ERIC database would be a great place to start. Your university is
> probably a paying member so you should be able to search it for free.
> Talk to the library staff.
> I hope this is helpful.
>
> Regards,
>
> Heather
>
>
>
>
>
> -- Original Message -----
> From: "Lisa Kidder" <lisa.akidder at gmail.com>
> To: "NFB Talk Mailing List" <nfb-talk at nfbnet.org>
> Sent: Wednesday, December 15, 2010 4:00 PM
> Subject: Re: [nfb-talk] critical analysis paper
>
>
> I'm writing about this, because I did not learn a lot of the
> academic skills that I would have learned in a public school.  I
> was sent to a residential 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 basic 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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