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Nearly a decade ago, Dalton Williams' parents enrolled him as a student at the Oregon School for the Blind because they believed his home school district couldn't provide adequate services.
Williams, now 17, is concerned about what might happen to his 30 classmates at the 136-year-old boarding school, should a bill wending its way through the Oregon legislature be approved.
The state Senate is scheduled to vote soon on the measure (already passed by the House) which would close the Oregon School for the Blind and sell the property.
House Education Chairwoman Sara Gelser, the original bill's chief sponsor, says she has "a problem with an unaccredited school which is declining in enrollment." She says the school does not have "an articulated K-12 curriculum." According to Gelser, the bill under consideration would redirect the school's about $3 million per year in operating funds to a new fund for blind and visually impaired students, allowing them to continue their education in their local schools alongside the vast majority of the state's roughly 850 blind or visually impaired students.
Are you a teacher, parent or student at the Oregon School for the Blind? How would the closing of the school affect you? Are you a blind student attending public school in your home district? What sort of services are available? What aren't? What's the best way to educate blind students?
Guests:
- Dalton Williams: Student at the Oregon School for the Blind
- Curtis Norton: Visually impaired junior at George Fox University in Newberg and a 2007 graduate of South Medford High School
- Sara Gelser: Democratic state Representative from District 16 (Corvallis and Philomath) and the chairwoman of the House Education Committee
- B.T. Kimbrough: Vice chairman of the Oregon School for the Blind board of directors and the executive director of Blindskills, Inc.
Tagged as: blind · education · special education
Photo credit: Jason Pearce / Flickr / Creative Commons
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Please note that if the state sells OSB and its land, the state will be in violation of the terms set by the donor who gave the land to the state of Oregon. It was given with the proviso that the land be used to serve the handicapped, in perpetuity.
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I grew up in Nevada which does not have a school for the blind. This meant that all of my schooling was done in public schools. Instead of a dedicated school, they have visually impaired programs at designated schools. If a blind student attends one of these schools they get instruction if they need it. I am sure that OSB does a great job at educating student,s but I personally feel that taking students out of public schools is not the best thing for them. If the school closes, and the property is sold, I believe that money needs to go to inprooving education for blind students around the state.
Here is a link to a blog post that I wrote about this issue.
http://www.blindgal.com/2009/04/should-oregon-school-for-blind-be.html
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"guidedoglover — Mon June 8th 9:30a.m. "
I don't know if you know the history of the governments research on the psychology on guide dogs to improve the success rate in training guide dogs but they raised the success rate from about 12 percent to around 90 percent and those new training techniques brought about a revolution in the training of successful hunting dogs also.
Surprisingly the raising of human children has not caught up with the success of guide dogs, humans are still raised in the old ways that created so many problems.
Just a thought. At least in one way you're ahead, you have the benefit of the most modern ideas in behavioral conditioning, in the form of your guide dog. Sadly, most human children are way behind your guide dog.
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The result of the violation of the terms of the deed means that the property will revert back to the donor of the property or his heirs. The state will get no benefit if they close the school. They will lose the property.
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guidedoglover, this would be wonderful if they weren't also cutting the regional centers that serve the local schools. And those regional teachers already have overloaded case loads. My daughter was mainstreamed and she was given an aide who did everything for her and they just pushed her through. At age 13, she was reading at a 1st grade level and had no confidence or mobility/life skills.
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@alisabrewster, no, it wouldn't. The ESD programs are already inadequate in much of the state. If you are in Portland, you might get reasonable services. Salem or Eugene, sure. Florence? Hermiston? Gold Beach? You'll be lucky to receive services at all.
I wonder how many of these legislators are willing to allow their children to have 45 minutes of reading per week? That's not uncommon in Oregon for a blind student learning Braille. The usual method of avoiding that problem? Let's just not teach them Braille! After all, they can listen to books on tape and talking computers, right? There's almost a full generation of largely illiterate blind people out there today who suffer because of that stroke of "genius".
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I worked in the public schools and witnessed all the specialists who visit schools to work individually with students under IEPs. Occupational therapists, physical therapists, vision, speech and language specialists, etc pulling students out of regular class activities. Specialists give lists of requirements to be fulfilled on behalf of the student. These must be carried out by the teacher assistant if available and classroom instructor. Often these requirements are in conflict with another specialist's demands. Their visits may happen on inservice days or days when the student is absent. Specialists must travel many miles to reach students. There are high operating costs for OSB and there are high costs paying itinerant specialists. One hour visit weekly does not come close to the full day OSB offers, and students and parents lack the mutual support and community of peers.
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I am an itinerent teacher of the visually impaired and an orienatation and mobility teacher in Oregon. Closing the School for the Blind will have a negative impact for many more than the 30 students who are in residence there. The school offers many experiences for students throughout Oregon. Some of these include:
1. Annual Track Meet (outstanding experience for students)
2. Annual Goal Ball Tournament and Clinics (goal ball is a game created for the visually impaired)
3. Summer School classes including: computer/technology skills; performing arts; outdoor camping; sports camps; daily living skills and more. These are generally week-long camps with overnight experiences for socializing and daily living skills.
4. Transistion Programs for students exiting high school to live in an "apartment" on campus and attend community college.
5. Short-term placement opportunities for learning Braille, Cane Skills and other compensatory skills in a faster manner than an itinerent teacher can provide.
6. Career Fairs for learning about possible employment opportunities.
In addition, the School for the Blind offers classes to parents and professionals in the field of blindness. Their dorms are also used to house students participating in the Summer Work Experience Program (SWEP) offered to severely visually impaired students who are 16-21 years of age.
It is a crime to lose this resource in our state. I can understand that the school needed restructuring, but to close it completely is a real disservice to the students and the professionals serving them in our state.
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I am a retired Director of the Oregon School for the Blind (OSB). At the May 21 sub-committee of Ways and Means, Rep. Gelser testified that OSB lost it's accreditation. In a statement to the May 23 Statesman Journal, Sen. Fred Girod listed this loss of accreditation as his first reason for closing OSB.
OSB did not lose it's accreditation, but chose not to renew it because we could see no benefit from being accredited. It costs thousands of dollars and must be continually renewed.
I've never known of any OSB student who has not received full credit toward graduation, whether OSB was accredited or not. All that is needed is for the Director to write a letter to the student's home public school, listing the name of the class, the content of the class, the name of the properly certified teacher, and the number of hours the student attended the class.
OSB is part of the Oregon Department of Education. If accreditation was so important as to be a reason for it's closure, you would think that someone from the Oregon Department of Education would have passed on that information to OSB.
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Blind children need to grow up as integrated members of their communities but they also need the experience of having peers they can identify with, and of developing the special skills they will need as adults such as Braille reading, computer use, and independent travel. I have been blind since birth and attended a residential school for the blind. Although I received an outstanding education and learnt to be very independent there, being institutionalized robbed me of a normal family life, placed me in an abusive environment, and made me very lacking in confidence around sighted people. On the other hand I know many other blind adults who attended mainstream schools who are functionally illiterate and lack basic living skills.
I think that rather than closing the school for the Blind, the state should restructure it so that it can jointly educate blind children with schools in their local communities. Such a partnership would mainstream blind children but also have them attend the school for the blind periodically to receive specialist training. As well as educating children, the school for the blind could also educate the staff of local schools and provide them with training, resources and equipment.
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I agree with Julie 100%. It seems to me that the move to close the school is a quick grab for easy money in a time of financial crisis. If legislators were truly concerned about blind students, as they originally asserted was the purpose of the bill - (to re-distribute the money used by a few for the benefit of all blind students) they would look for ways to make the school for the blind work for 21st century times, in much the way suggested by Julie, above.
It should be noted that OR House of Reps tried to placate advocates against the closure of OSB by assuring them that the money resulting from closure would be re-distributed for blind students in their local education district, across the state. But in the final version of the bill, that provision was removed and the money from the sale of the property is now allocated to the general fund.
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Another strategy for keeping OSB open would be a kind of reverse mainstreaming where sighted students be given the option of attending OSB benefiting from the comraderie of an education with blind friends. Along with boosting the pupil count at OSB, this shared education could have far-reaching benefits such as those offered at satellite schools. Run of the mill public school graduates are often at a loss as to unique career ideas due to the same standardized education.
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I can't see this as a placement option, but it would be really cool for an ongoing short-term outreach program. Bring kids from public schools for a week or so as part of community involvement.
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I’m a teacher at the school and would like all of Oregon to better understand the concept of statements I have read lately, “Where did you get your information to base such an outlandish statementon?”
OSB is a resource service agency as well as a residential school. 1. OSB serves nearly 400 of the Visually Impaired/Blind in Oregon in some capacity.
a.Individual costs are incorrect since the school serves many more that the residential students.
2. Various programs at NO cost to Local Districts serve students throughout the year: a. Assessments; b. Short term placements for specific Skills Development that is not available in their home program; c. After School Programs with the Regional Programs. Technology, & other Resource Information 1) OSB has the most advanced Technology Center in Oregon
e. Annual Conference offers training in teaching VI children ESD staff attend.
3. Families of VI students find out that OSB exists and wonder why the programs offered at the school were/are never given as options during their child's IEP/Placement meeting.
a. Some families have to "fight" to get the placement at OSB
b. Local Districts/Regional programs lose the money tied to students when they come to OSB, plus have the responsibility for transportation costs.
4. OSB's enrichment programs are supported by partnerships with outside organizations.
5. HB 2834, = students will be served programs in their local community similar to what they are getting at OSB; a. local Districts are now talking about "altering" IEP's to meet the student's needs within what the Local District can provide. -
In Washington, it is the parents who decide whether a child is educated in the local district, or sent to their School for the Blind. If Oregon had the same law, far more children would be attending OSB. Few districts in Oregon can afford to provide the same compliment of specialized instructers who work at OSB. OSB offers a location that allows students to become independent, cross streets, ride public transit, shop, and generally get around. This will not happen in most districts in the state. In truth, mainstreaming is not working for many children with disabilities, but that is not something the Legislature wants to know.
Of note, OSB is adjacent to Salem's premier historic district and fits in perfectly. Whatever would replace it, if an entity were to spend several million dollars, will destroy the historic quality of the district, but that has been of little concern to the Portland liberal crowd.
Rep. Gelser did not start this effort. Supt. Castillo began pushing to close the school and sell the property over five years ago. Most suspect that it has little to do with the quality of education for the children, and everything to do with a land grab.
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I worked as a dorm counselor throughout the 70's and met my first husband, a former student , who was working there at the time. I am familiar with both the unigue social and emotional problems that blind children face and how they play out in adulthood. During my time at the school, this debate had already started. In fact, every budget cycle, the idea to close the school came up. The atmosphere at the school was that of an extended famnily and I loved the job and the group of teachers and counselors were very close. We were mostly in our twenties and we were functioning as parent figures to the kids. We were idealistic and tried to give the kids as full of a life as possible. We took them sking, horseback riding, backpacking and taught them to dance. Blindness is a handicapping condition that has a a very sympathic response in sighted people. Unfortunately, sighted people tend to give Blind people a pass that can limited the children and adults. There is a need for the blind chilren to know each other and to be supervised by adults that will demand the most from these kids. I think thaqt the nbeed for a program that intergates the blind not only to the sighted community but also to know their generation of Oregon blind population. I observed that these people learn from each other in ways that could not be duplicated in the general population. I would like to see the blind children both educated in the public community setting and also an annual experience to be together This could be in a camp setting but also at this current setting. The motivation for closing the campus as been always financial but the site could be the home place for this population. I see this need to extend through the young adulthood as well as chidhood.
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Oregon legislators and media have focused on the mere 32 students who attend the school full time. Many more students, parents and educators benefit from OSB.
My 18-year old son is blind. OSB has been indispensable to us for years, although my son has never attended the school as a regular student.
From k-12, our district puts all students with disabilities in one segregated classroom, if they are deemed unable to be educated in a regular classroom. There is no specialization according to disability. When we wanted my son to go to schools that specialized in his disabilities (autism and blindness), the school district pulled the “least restrictive environment” (LRE) card.
But parents like me know that “LRE” is red herring – it is simply a way for districts to save money. And this is how OSB has been slowly starved of students and resources. Not because students, teachers and families did not need the school, but because districts and the state did not want to fund it. But if you talk to students at OSB, you learn that OSB is the one place where they actually feel least restricted.
OSB is the only place where my son easily interacts with peers, when he goes to their camps each summer. Peers befriend him and students are very accepting of each other - not snobbish, or basing acceptance on phony things such as one’s appearance. When my son went to his local school, he and his self-contained classroom-mates only had contact with non-disabled peers by being in their vicinity during recess and lunch. They never inter-mingled or had interactions. Yet districts generally assert that because their school is local for the student, it is the least restrictive environment, and on that basis they decline to send students out of district.
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I've heard the WA campus in Vancouver is pretty amazing. Why don't we partner with WA state and provide an amazing facility for both states by pooling resources?
I'm pretty sure there is reciprocity between the states with teaching licenses. Seems like the fact the school is right on the border would mean it could work for both. But I'm not so sure such "sustainable" regional solutions that could save tax-payer money and serve everyone better tend to make it on law-makers' radars.
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I was logging in to make just this comment. With it's location, it is probably closer to many of the Oregon School for the Blind parents than Salem. And, having seen the campus, I have to believe they have room for 30 more student.
It is a very nice campus and this is an idea worth exploring.
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I guaranteed Ms. Gelser that that the Oregon School for the Blind would be come accredited in two years if only Oregon's single statute requiring that the Oregon School for the Blind be a last choice placement were removed. Federal law calls for a least restrictive environment that meets a student's educational needs. Oregon statute says that the only way the Oregon School for the Blind is allowed to be considered is when there is no other choice.
Ms. Gelser was not interested in the plan for accreditation within two years.
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"... which would close the Oregon School for the Blind and sell the property."
Who is it that wants to buy that property? What is their motive?
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for BT or Sara
Can you clarify who is responsible for payment for accredation and why OSB and or DOE chose not to renew?
BT
Could you explain the ture costs of maintaining students who come to OSB vs those who do not including the cost of Fed social security if data is kept, providing a realistic view of actual costs savings as anticipated by ways and means?
BT
Please introduce the Failing letter so the public can see that there is a desire for the donor family that a school for the blind be maintained on this site.
That there is a cloud over the title and acting to disolve the OSB Board, or close the school could cause Oregon taxpayers unknown amounts in litigating the outcome.
Is this the most reasonable course of action at this time for our legislative reps to take?
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Has creating a regional school been considered? Washington's school for the blind is in Vancouver. Idaho's school is already closed. How about a Northwest School in Vancouver?
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Just a clarification - The Idaho School remains open. The legislature decided that they needed to have a continuum of services with the state. In fact, the enrollment in the Idaho School is increasing because parents are finding the services so much better.
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Idaho's school is now co-located. As predicted, it would have been better to have two separate schools, but the decision's been made and the state cannot afford the additional expense of unmaking it now.
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I wonder what other more socially responsible nations like Sweden, Canada, Great Britain, and France do about blind education, because these are not new problems and I'd bet that we don't need to re-invent the wheel. What can be learned from other countries?
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Is it possible that it just depends on the individual, on how or where they should be educated? We seem to be talking about blind individuals collectively, as if one way, was the only way. But I can imagine for many students the security of a school with people like them is beneficial.
Yes, being immersed in an environment representative of the "real world" can help many people adjust for adult life. But, sometimes the harm of being around people who don't relate to you, has got to be worse for intellectual and emotional growth in some individuals.
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This is why the federal law calls for a Continuum of Services, with placement in the Least Restrictive Environment that meets the Educational Needs of the student.
Basically, what you said. =)
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Probably missed the proper part of dicussion ==had to register and all...Just wanted to say that the biggest piano competition in the United States, the Van Cliburn competition, was won yesterday by two pianists who shared the gold medal and one of them was a 20 year old Japanese pianist named Nobuyuki Tsujii, who has been BLIND since birth. He competed in all of the events, (solo recital, chamber music, and piano concerto), just as a sighted pianist would have. When playing with other musicians he listened for breathing cues whereas sighted musicians would use visual cues.
The winners receive 3 years of recital bookings around the world, so you might be able to hear him play in Portland in the near future.
To watch him go to Van Cliburn Video Client -
Firstly, I wanted to note what a great program Think Out Loud is.
Is there something I'm not getting with this discussion of closing the program? I thought with the enactment of federal legislation for special needs students, mainstreaming children was the goal. Other than historical precedent of having the school for the blind established, I don't understand why there is a special school (at $140K/year) for the blind when it's not needed for the numerous other disabilities.
I feel sympathy for the issues these blind kids have to address. However, I don't think having an extremely costly special school is the answer.
Some of the examples given, bullying for instance, are things that most kids endure at some point while attending school. Does it suck? Yes, and schools should be dealing with it. But it's a part of life that people must deal with.
I'm sorry but the example given by the administrator making beds and matching clothes appropriately are pretty sad excuses for keeping this costly option in place.
I would like to see the closed closed due to the excessive cost of running it. As a taxpayer I just don't see a great enough value to justify the cost.
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First, to address the cost. Several students at the school have one on one assistants. Last I checked, one of them had two on one assistants because of his unique case. These costs exist regardless of where these students are placed. The remaining costs are the normal costs associated with educating the 31 students, operating programs that serve nearly 400 other students, paying faculty and staff, and performing what little maintenance of the property the Oregon legislature has permitted.
Second, I draw your attention to my comments above regarding Continuum of Services. The preference is for the Least Restrictive Environment that fits the needs of the student. If those needs can be met in the general education classroom, then that's where the law says they should be placed.
What about the students who cannot be placed in that environment for whatever reason? We have pullout services to Learning Resource Centers and Developmental Learning Centers as part of special education, and for the blind we have pullouts to work with a Teacher of the Visually Impaired. Of course, in rural areas, these pullouts are too few and infrequent to provide the kind of services mandated by the law.
Yet when students in special education have greater needs, we make their placement in LRC or DLC classrooms the primary placement. The students may have some class time outside of these placements, but it becomes more of a "pushin" than a "pullout". Unfortunately, at this point on the continuum, there are rarely enough blind students to justify a Learning Center for the Visually Impaired in the school. This classroom can be in the student's neighborhood school or another school in the geographical district. The latter is seen as more restrictive, but can be chosen over the former if there is justification for doing so.
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The next spot on the continuum is a regional classroom. You could have a county-wide or even cross-county LCVI. I do not know if it is still done, but Riverside County, California used to have this sort of arrangement for students who needed it. It was the equivalent of the LRC, but serving blind people specifically and having all of the specialized equipment blind people use. In terms of how this kind of placement fits into the LRE debate, it depends on geographical distance. The greater the distance, the more restrictive the environment is seen to be, and the greater the justification for it must be. It's a moot point since Oregon has no such classrooms.
The most restrictive environment is a residential program that is not geographically close. Theoretically this would include the Oregon School for the Blind, however there are blind students who have attended the school both during the day only and as residential students from the Salem-Keizer area. For such students, OSB poses somewhere about the same level of restriction as a primary placement in a special education classroom.
Either way, the only way to get to a residential program is for the needs of the student to be such that less restrictive environments cannot adequately serve them. Oregon takes this a step further IMO in spirit violating IDEA by requiring that placement at the Oregon School for the Blind be considered only after every other option has been considered and rejected. IDEA specifies LRE based on needs, not that options may be taken off the table before discussion of what those needs are takes place.
The point is that the closure of the Oregon School for the Blind removes a large portion of the Continuum of Services here in Oregon. In fact, in Oregon, it abolishes the Continuum of Services completely. Oregon has exactly two options for blind students: General education classroom and Oregon School for the Blind.
If a student is functioning well in general education, receiving solid services from a TVI, and gaining the functional and academic skills they need post-graduation, then they are indeed in the Least Restrictive Environment, as defined by the law.
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(Please note that this took multiple comments, and they appear to be in reverse order..)
If the story is much different, however, with a student who can't read print, doesn't know Braille, has little or no math skills, cannot travel independently or perform many of the daily life activities you and I take for granted, and is NOT receiving adequate services because the services do not exist in a rural setting, is the placement least restrictive? Certainly it isn't. In fact, the district is negligent in its duty to provide a Free Appropriate Public Education. I wouldn't want to be the district when that lawsuit gets filed! In such a case, if the needed services simply are not available, the only other placement option in Oregon is the Oregon School for the Blind.
In fact, you don't need a case that extreme for a placement at OSB. Presently, OSB's transition program contains a large number of single year placements. The students receive academic skills in their districts and are sent to OSB for the functional skills the district could not provide to the desired level of competency. Essentially, they got the very basics in the district. Now off to the School for the Blind for a year to actually learn how this stuff is done in an immersive environment. Since the district can't provide that and the educational need to have it exists, the Oregon School for the Blind becomes the legal LRE and the moral responsibility of the district.
Sorry if that is more detail than anybody wanted on the subject, but you'll never hear Ms. Gelser talk about LRE as anything other than the justification for closing the school. That's intellectually dishonest, since LRE is the primary reason for the school to exist. Anyone who's been a part of as many IEP meetings as I have should know it too, and Ms. Gelser reportedly has been part of at least a few.
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I listened carefully to the entire on-air program and although my previous comments had serious formatting errors, I am now not in a hurry to write & applaud OPB, Lena, Dalton, BT, and all of the speakers who contributed to the conversation this morning.
Am I alone or did I hear a light-bulb go on when Rep. Gelser referred to combining WA & OR State Schools as a possible solution, as well as, that "they" had been told by the director that academic curriculum at the school was out of the question? The tone of the show turned to rejuvenating what the school offers now to include both traditional academic and extended core curriculum; not closure.
It felt, in my opinion that the public is saying they want to keep the school open (far more comments of support) but also for reform to take place at the school…I say again, OK, but that means we MUST NOT let the Senate pass 2834. We cannot just wait to see what happens this week; we must contact each and every Senator, Representative, as well as, the Governor www.leg.state.or.us.
The people are telling you, our state legislators, that they do not want this bill to pass and they do want to keep OSB as an option for our kids. What exactly OSB should be, offer as services, & look like are things which our OSB Board of Directors are competent to lead us toward developing; they have new and different ideas, but they must be totally supported by all of us for a chance to do their work, say it with me..”I BELIEVE IN OSB-BOD”….quick someone make some slogan pins!! Alioops! -
You're correct, it's not an option to merge the school with Washington's. As important as the Oregon school is, Washington's school is a lot closer to ideal than Oregon's. Teachers at the Oregon school will be the first to admit this.
Personally, I see Ms. Gelser's comments about trying to rejuvenate OSB as an attempt to save herself from being unelected for her ruthless support and quashing of dissent over closing the school. Her vote has been cast, and it was IN FAVOR OF CLOSURE. It doesn't matter what she says now to make it sound like she thinks that may have been a mistake. Nothing has changed between when she made her vote and now, except that her constituents are promising to see that she loses her legislative seat over this.
I for one have already pledged my support and my time to the campaign of her opponent in the next election, whoever that happens to be. Ms. Gelser has made her bed, and I will ensure that she lies in it.
Mr. Williams and Mr. Kimbrough did a fine job, I think. I particularly want to commend Mr. Williams on his courage to defend his school against the majority of the Oregon political machine. With the tenacity this young man has shown today, Mr. Williams may accomplish any goal to which he sets his mind.
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isnt any one curious who the prospective buyer of the School might be? I am & it's obvious to me ,that someone has made a tentative offer & it's a valuable piece of property. most basic legal Question might be,what happen's when the property is sold & then it deny's the original inherited Trust /will on this land?. I cant even begin to count the Attorney's who will jump on Board for that scenario. May none of the advocate's for the demise of this very neccessary School, ever have to face a Blind Child & explain why they felt they were less deserving than there own Sighted children. Shame on them all.
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Shame on the legislators who voted to close the Oregon School for the Blind. I will be working to defeat Rep. David Edwards, who was deaf to OSB advocates' objections and sites his wife's teaching credential as his authority in knowing what's best for students who receive services from OSB.
OPB tried to present a balanced listen to the issue, however it should be noted that the young man who spoke about his positive experience in a local school program obviously did not need very extensive services, as are provided at OSB.
Go to
http://sites.google.com/site/exceptionalmandala/oregon-school-for-the-blind
to read about how OSB was important to our family, although my son never attended OSB as a regular day student.
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I have known some blind students that are studying in public schools. They aren’t being treated as special instead they are studying as normal students just like the normal students who aren’t blind. So, it’s very important to give a fair treatment these students of Oregon School. Nonetheless, students across the United States would all love to find a way to get the government to forgive student loan debt. If there was a bill to forgive student loan debt, just about anyone would vote for it, and as costs of higher education mount, even military loans from GI Bills aren't enough to cover most tabs. The Income Based Repayment Plan and the Public Service Loan Forgiveness Plan, which will forgive loan portions and lower payments based on income levels on subsidized loans, these are the two plans that have unveiled by the Federal government. Unfortunately, most loans are non-subsidized, which means that most of us will still need installment loans to pay them the banks, as they don't forgive student loan debt.
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I have a friend that works at the School for the Blind, because he works there I would hate to see the school close, because he would lose his job. But it does not make fiscal since to keep the school open when there are so few students attending the school. The state should close the school and sell the property to the Salem Hospital (across the street), Its has to be worth a few million dollars, then divide the money between the school districts that have blind students to help defer the costs for the students education in there home towns.