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Different Schools of Thought

Willie Ross School for the Deaf Emphasizes Flexibility in Learning

Bert Carter both signs and speaks with teacher Laura Chagnon

Bert Carter both signs and speaks with teacher Laura Chagnon — much like teachers and students communicate at the school.

The Willie Ross School for the Deaf was born out of tragedy. In the 47 years since, however, it has crafted a striking legacy of helping children overcome hardship.

Specifically, the Longmeadow-based school was founded in 1967 by a group of concerned parents who were struggling in the aftermath of a rubella epidemic that swept the East Coast and deafened thousands of children.

During that era, residential placement of all deaf children was virtually the only option for families. But these parents had a vision of a day placement program for their sons and daughters. Since existing programs did not provide such an option, they established their own day school.

“A group of concerned parents made the effort to put the school in motion,” said Robert “Bert” Carter, who took over as president and CEO last year. “I think we offer an alternative, and a big difference from other schools for the deaf, in that we’re not residential. We really are about serving the local region; we’re not interested in serving kids from the Boston area or Vermont. And we believe those kids should go home at night to their families.”

The school’s stated philosophy, in fact, is that it’s primarily the responsibility of the family, before the school, to make sure no child is left behind.

“We think families should be involved in the day-to-day lives of their children, and that they should have the opportunity to go home in the evening,” Carter added. “That’s not a criticism of residential schools; there’s a reason for those, too. But we offer this alternative.

“It’s a team educational approach,” he continued. “Again, there are several schools for the deaf in Massachusetts, and it’s good for parents that the approaches differ, so there’s some choice.”

Led by the late Gene and Barbara Ross — and named after their son, Willie, who resides in Southern California these days — the parent group sought to establish a program that would further their children’s abilities in an inclusive setting. Almost a half-century later, it has built a reputation and a track record that more than validate their decision.

Talk to Me

Betsy Grenier

Betsy Grenier sits with her young students on the floor, an intimate setting made possible by the small class size.

The non-residential nature of the Willie Ross School isn’t the only way it differed from established educational models. Another is the way students and teachers communicate and learn.

Specifically, the school began as an oral-only school, built on speech and lip reading, but over time parents and teachers saw limitations in this approach. Rather than abandon it completely, sign language was integrated alongside speech, and the school adopted a simultaneous approach known as ‘total communication.’

Over time, the school has integrated a number of communication approaches to enhance student learning, including advancements in the use of ‘residual hearing’ through digital hearing aids, FM systems (in which the teachers wears a microphone and transmitter and the student wears a receiver), and cochlear implants. These technologies, working in concert, maximize speech and understanding in a way that cannot occur when only a single method is available.

“With total communication, we use both speech and sign language to address the individual strengths of the child, Carter said. “We have students that use a variety of listening technologies, such as cochlear implants and the use of FM systems in the classroom. Again, we’re looking at each child’s strengths and needs and addressing those accordingly.”

In short, the school recognizes that instructional models must evolve along with the needs of the students it serves, and this extends well beyond how they communicate at school, but also encompasses where they learn. A case in point is the development of a dual-campus model. In addition to the 62 students based on the Longmeadow campus, other students are ‘mainstreamed,’ to some degree, at public schools in East Longmeadow.

“We have this campus here, which functions like a lot of schools for the deaf, but we also have classes in the East Longmeadow schools, at all levels — two classes in elementary school, two in middle school, and two in high school,” Carter said. “Students are served over there by our teachers and our staff, and they have opportunities to mainstream where it’s appropriate.”

This model, known as the Partnership Campus, is a good fit with many students whose families appreciate the mainstreaming opportunity but still want the benefit of an education overseen by Willie Ross-affiliated specialists. Whether through that program or learning at the Longmeadow campus, he explained, deaf students have the opportunity not to feel isolated among their hearing peers.

“Language access is important,” he said, noting that public schools offer diversity in a number of beneficial ways, but communication is critical. “For a student to be in a public school, even with a sign-language interpreter, it can be socially stifling.”

Forging Connections

Even in area public schools that aren’t part of the Partnership Campus — 17 of them, to be exact — the Willie Ross school is helping students feel less isolated through a consultation program, helping educators and staff understand the needs of deaf students and offering technical expertise and support regarding listening equipment.

“It can make a huge difference,” Carter said. “We have an audiologist go out to public schools with listening devices a student might benefit from. Technology changes constantly, so we help them stay ahead of that — we manage equipment, make sure it’s in good, working order, repair it if necessary, teach staff how to clean it, all those things.

“Along with that,” he added, “they work with students and remind teachers of simple things like having deaf or hard-of-hearing students sit in the front of class, and how to manage group situations — it’s hard to follow what’s going on when there are multiple speakers. We just provide consulting to school staff.”

The Willie Ross School also established its Outreach Division to provide services from infancy through age 22, encompassing everything from newborn screening to tutoring for high-school students.

“We have staff that go out to families at home and work with them around developing skills with the child and getting them ready to go to school,” Carter said, adding that the school’s philosophy of parental choice extends here as well. “We always go with what the parents are thinking. If they’re saying, ‘I want my child to speak and go to public school,’ we help them move through that process. If they’re saying they want the child to learn sign language, we help them do that.

“It can be a difficult process for the family,” he added. “They don’t necessarily expect that they’re going to have a deaf child; it’s usually a surprise, and you have to adjust expectations around that. Not that you don’t expect the child to be successful, but the process looks different. You have to be prepared for that. We help a lot of parents work through that and recognize the success their child has along the way.”

The Outreach Division also sponsors the Laurin Audiological Center, located in Pittsfield, so that public-school students in the Berkshires receive the same kind of audiological support available in Greater Springfield.

Personal Touch

Meanwhile, back at the main Willie Ross campus, small classes allow for plenty of individualized attention. Students are grouped by approximate age in most cases, but also by ability level, and many students have learning and physical disabilities in addition to deafness.

Laura Chagnon, who teaches a class of five boys, said most of them would struggle with mainstreaming, but at the same time, everything they experience at the school is preparing them in some way for mainstream life.

Carter understands that concept, having worked in some way with deaf and hard-of-hearing individuals for more than 30 years, most recently at the Austine School for the Deaf in Brattleboro, Vt. Having worked in adult social services as well as in education, he said, “it’s helpful to understand what happens to people after they leave school.”

These days, it’s his job to prepare them for that, and the Willie Ross School doesn’t cut corners on educational requirements.

“We have our own curriculum based on state standards, and our kids do well on state testing,” he told BusinessWest. “But even with all that, so many people in Longmeadow don’t know we’re here. Or, they know we’re here, but they don’t know exactly where.”

That’s not surprising, with the small, quiet campus tucked away on Norway Street, near the Connecticut border. But the impact of the school’s work, he said, radiates much farther out.

“The whole approach we take — with total communication, with the choice between two campuses — is based on what’s the most enabling environment,” he said. Perhaps surprisingly, it’s still considered an uncommon model.

“We’ve been asked to consult around the country on that, because it is an intriguing concept for people,” he continued. “Instead of looking at education as, ‘well, if you need this model, go somewhere else,’ we provide the whole continuum and can move fluidly between different modalities in our organization.”

Its students might be going places, all right, but for now, they’re staying close to home, learning and communicating in a variety of different ways. That’s something worth talking about. Or signing. Or both. Whatever works.

Joseph Bednar can be reached  at [email protected]