HISTORY OF THE GEORGIA ACADEMY FOR THE BLIND
The Georgia Academy for the Blind grew out of a private charity project undertaken by Professor Walter S. Fortescue, of the Pennsylvania School for the Blind, and a group of civic-minded Macon citizens in 1852. After the school had been in operation for about a year, the General Assembly of Georgia incorporated and endowed the Academy. The same trustees continued under the State Charter, Professor Fortescue was retained as principal, and an appropriation of $5,000 was provided.
The first school building, as such, was at Orange and Forsyth Streets and the Academy remained at that location until the Vineville Avenue School was completed in 1906. For a time during the War Between the States, the school was moved to Fort Valley and the building at the Orange and Forsyth Street site was used as a hospital. It is reported that before the close of the war, the Trustees admitted at least one Confederate Veteran who had lost his sight in battle.
Many dedicated men have piloted the Academy in the tradition of useful service initiated by Professor Fortescue well over a century ago. In order of succession, those heading the school following Professor Fortescue s leaving in 1853 were Henry Dutton who was soon followed by May Horn and W. N. Chaudoin. For a time there was a vacancy in the position and Miss Hannah Guillan filled the gap. In 1858, W. D. Williams were appointed principal and remained in this capacity for many years. Professor G. F. Oliphant was elected as superintendent on May 7, 1906.
At his retirement in 1936, Professor Oliphant was succeeded by Professor J. W. Williams who served for two years and was followed by Reverend R. J. Mincey; in 1943 the Academy was placed under the administrative authority of the State Board of Education and John Herndon was appointed as superintendent. In 1949, Professor J. W. Williams returned as superintendent and served approximately a year. Mr. F. G. Nelms was appointed to head the school in 1950 and served in superintendent s capacity until his death in January 1962. Mr. W. Lee Jones succeeded Mr. Nelms as superintendent. Richard E. Hyer, Jr. was appointed as superintendent on July 1, 1976 and retired from that position in 2002. Dr. Mildred Howard was appointed superintendent in July of 2002. Dr. Dorothy Arensman was appointed superintendent in July of 2004.
It was during the tenure of Mr. W. D. Williams and at his recommendation that the Negro Division of the Academy for the Blind be started. This school was opened November 1, 1882 on three and one-half acres of land on Madison Street in a building erected for this purpose. For many years a single principal served both schools for the white and Negro. Some of the school records are missing, but it is known that in 1906, G. F. Oliphant was elected superintendent, apparently the first time this term was used for the administrator and, in the report of 1912, Sara McKinley was listed as principal for the Negro school.
In 1918, L. W. Williams was shown as principal and he was succeeded by John A. Williams in 1927. E. N. Houseworth accepted the position of principal of the Negro Division from 1943 until 1950 when he was succeeded by Cleon R. Bonner who continued in the principal s capacity within the combined schools until his retirement in 1976.
It was under the administration of F. G. Nelms and Cleon R. Bonner that a $500,000 modern school plant was erected in 1953 on a 30 acre site at 1030 Shurling Drive. Under the capable leadership of these dedicated administrators, student enrollment increased almost threefold from 1950 to 1960 and the curriculum was broadened.
In 1981, all programs of the Academy were consolidated to the Vineville campus. This was made possible by the opening of the Roy A. Hendricks Classroom Building and the renovation of other facilities so that both visually impaired and multidisabled children could be provided space for integrated as well as separate functions. The Vineville campus now meets the mandates of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) and is accessible throughout to all students and employees.
The Georgia Academy for the Blind endeavors to provide each student developmental opportunities in the areas of intellectual growth, vocational work experience, and functional living experiences. Inherent in the teaching-learning process is the establishment of wholesome attitudes, values clarification, and the development of positive mental health. The Academy accepts the responsibility of providing services to visually impaired children and non-sensory impaired children who are school age and who may have significant concomitant handicaps.
The purpose of the educational programs at the Academy is to provide developmental opportunities in a variety of academic, vocational, and community domains. The role and responsibility of the school has remained constant in that the faculty and staff are dedicated to the preparation of visually impaired persons to gain their rightful place in society.
The advent of P.L. 94-142, Individual Disabilities Education Act (I.D.E.A.), and the Reauthorization of I.D.E.A. have heightened the commitment of the professional employees to serve students statewide. In addition to serving as a provider of educational services, the Academy assists local systems in deciding upon appropriate instructional strategies for visually impaired students. The variables concerned with placement are overwhelming. The Georgia Academy for the Blind does not take a preservationist point of view. In many instances, recommendations have been made that visually impaired students return to the regular classroom.
In order that sound decision making might take place in regard to individual placement, directors of special education and coordinators of programs for visually impaired students are required to participate in the development of IEP s and to take an active role with parents in decision making. Professional workshops (often conducted by Academy personnel) have taken place across the state concerning the role of local systems in the education of visually impaired students. The role(s) and function(s) of the school have expanded dramatically to one of resource for special materials, in-service and pre-service staff development, and leadership in special education for visually impaired children who are placed in the residential school as well as the local school systems.
P.L. 94-142 and I.D.E.A. have presented an existing and satisfying relationship with fellow special and general educators. These mandates are to be applauded. The Academy s compliance with these mandates has had a positive influence on the profession and those persons served by the school.
1. Elementary and Secondary Academic Programs. The Academy provides educational services to those students capable of learning through the traditional graded processes. Students participate in academic studies through the Early Childhood Education (ECE), Middle School, and High School programs. Early childhood educators work closely with parents to develop positive and realistic expectations concerning the abilities of each child. The Middle School Program includes grades 4-8. Opportunities are provided to students in career awareness, counseling, music education, adaptive physical education, computer utilization, special media reading instructions, orientation and mobility as well as traditional academic courses. Grades 9-12 constitute the High School Program. A community based program, vocational education, college preparation courses, academic studies in local colleges, transition planning, and opportunities for inclusion in the Bibb County School System are offered to students. A variety of work-study programs, as determined by the Individualized Educational Program, are available to all students.
2. Vocational Education. Entry level skill development includes generalized work skills, safe work habits, and healthy work attitudes. Advanced skill development includes the acquisition of marketable and/or supplementary job skills. Students participate in on-the-job training programs commensurate with the skills they acquired in classes which promote vocational development. In addition to specific training received in classroom areas, students have the opportunity to advance their abilities in technology and industrial arts areas with various materials and processes, as well as visual communication. Courses in general business education and trade and industry are also offered. A community based vocational training program, as well as community based instruction, allow the integration and generalization of classroom skills to the community. In addition to these areas, a career education program is included in the Early Childhood, Middle School provided. This program provides vocational/occupational counseling and work training experience. The program offers job opportunities both on and off campus to the majority of high school students. Please see the established guidelines for details.
3. Program for Multidisabled Students. This program provides education and community experiences for multidisabled students from preschool to young adults. Service delivery centers around domestic, community, leisure, and vocational curricular domains. Communication and functional academic skills are integrated into each domain. Alternative augmentative communication is an important component of many students educational programs. Development of language system is integrated into every aspect of a student s life. Related services are provided which include speech therapy, physical therapy, occupational therapy, recreation, and adaptive physical education. Emphasis is placed on functional development in the most natural setting. A community based instruction model is utilized to provide students with appropriate skill development in order that maximum participation in present and future family community and vocational settings is achieved. The Academy has forged partnerships with local schools and various agencies to provide comprehensive transition services for students and their various agencies to provide comprehensive transition services for students and their parents.
4. Home Life Program. Children and young adults live in cottage settings and are placed in small family type units by chronological age, ability, and social maturity. Eight separate housing units exist for multidisabled, primary, intermediate, and senior students. The Home Life Program is staffed by houseparents, two houseparent supervisors, and recreation personnel. The Home Life Program is coordinated by the Director of Home Life. There is considerable interface between Academic, Vocational, Recreational, and Work Study Programs. The Home Life Program provides services to parents through workshops and individual counseling.
In 1995 an Independent Living facility was developed on campus for high school juniors and seniors. Only four students per semester are permitted to live in the facility. Students operate independently of the residential program and prepare meals, clean, and generally maintain the facility with limited supervision.
5. Health Services Program. This program is staffed by a consulting medical team, school clinic nurse, a nursing assistant, and two licensed practical nurses. The Health Services Program is an adjunct to the Home Life Program and functions to meet medical and health care needs of visually impaired and multidisabled students.
6. Recreation Program. This aspect of campus life endeavors to provide social, cultural, and recreational enrichment to students. Both on and off campus activities are planned. Special emphasis is given to activities which supplement athletic competition, recreation, and social activities.
7. Staff Development. An extensive formal and informal in-service educational program functions for faculty and support personnel. Traditional graduate level courses leading to degree and certification are routinely offered by the University of Georgia, Georgia State University, and Mercer University. In addition, staff development for houseparents and instructional aides is offered each year on a renewal basis and throughout the year by consultants and Academy personnel.
Faculty members support services personnel have opportunities to attend conferences and workshops where participation would enhance services to children and young adults who are visually impaired or multidisabled. There is strong support for AER activities and for the Middle Georgia Chapter of Council for Exceptional Children.
In addition, Academy professionals frequently provide materials and instructional workshops for regular and special education personnel throughout the state of Georgia. Administrators and supervisors have assumed leadership roles in planning for visually impaired and multidisabled children of Georgia. Several out-of-state have assumed leadership roles.
8. Pupil Personnel Services. This aspect of service to students includes guidance, counseling, and testing. In addition, psychological services are provided to students on a consultant basis, including annual psycho educational evaluation. Personnel of this department are responsible for processing referrals and admissions, and for coordinating evaluations, staffings, and placing students. The Guidance Program interfaces with the Home Life Program, the Vocational and Transition Programs, the Motivational Wage Work component, and the Early Childhood, Middle School, and Secondary Academic Programs in personal and social counseling. The test coordinator works closely with teachers and houseparents to assess student s strengths and weaknesses. Teachers and houseparents, through the leadership of the test coordinator, gather educational data to present to members of placement committees.
9. Special Services. The Georgia Academy for the Blind as an extension of the Georgia Department of Education is unique in its relationship to local education systems. The school is viewed as an alternative, appropriate placement for visually impaired and multidisabled children and young adults who can benefit from the variety of services available. The purpose of the school is to supplement existing services and to provide a total education and home life program when these are not available at the local level. The Academy s relationship with schools and other agencies is based on a spirit of cooperation which provides the most appropriate placement for the persons served.
Beginning in 1996, a counselor was assigned to the Georgia Academy for the Blind by cooperative agreement. Costs are paid by the Georgia Department of Education and Division of Rehabilitation and health facilities are available to Academy students. Programs are planned for individual students in conjunction with parents and vocational rehabilitation counselors.
The Department of Human Resources and the Department of Family and Children Services refer students to the Academy. The Academy maintains a close relationship with local and state agencies when a child is a ward of the state. The Department of Family and Children Services is a helping agency in providing financial and emergency assistance, medical services, and counseling for students whose permanent residence is not Bibb County. The Department of Human Resources Children s Medical Services has provided diagnostic and medical assistance to Academy students. A close relationship is maintained between Children s Medical Services and the Academy Health Services Program for those visually impaired and multidisabled children with orthopedic problems.
Goodwill Industries of Macon has provided occupational/vocational evaluation and work station opportunities for Academy students. Several students who are making the transition from the Academy to the community are employed during the school day.
The Bibb County Department of Human Resources, Mental Health Division, has provided direct services to students as well as staff development to houseparents, teachers, and instructional aides. This Mental Health Division also provides direct services to families.
The Georgia Learning Resources System is a statewide organization which assists with financial arrangements for evaluation of exceptional children. GLRS also provides library resources for professional persons and a continuous update of supplies and materials for teaching exceptional children. GLRS is also helpful in conducting seminars concerning laws, rules, and regulations for Special Education in Georgia.