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BD 131 613 TITLE INSTITUTION SPONS AGENCY REPORT WO PUB DATE GRANT NOTE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUBE EC 091 825 Teacher Preparation for the Visually Handicapped an Puerto Rico and the Virgin Islands. Puerto Rico Univ., San Juan. Coll. of Education. Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C. 119.0518 74 OEG-0-71- 4139 180p. MF-$0.83 HC-$10.03 Plus Postage. Denography; Discriminatory Attitudes (Social) ; *Educational Needs; Elementary Secoudary Education; *Incidence; Manpower Needs; Negative Attitudes; Program Evaluation; *Puerto Ricans; Spanish Speaking; *Teacher Education; *Visually Handicapped *Virgin Islands Presented is the report of a project to train teachers of the visually handicapped in Puerto Rico and the Virgin Islands. Stressed are aifferences in demographic patterns and needs between the continental United States and the Carribbean islands. Results of a review of demographic data and a survey of Puerto Rico revealed a higher (than in the U.S.) incidence of severe visual handicaps, the presence of predominantly negative attitudes toward the visually handicapped, and the need for more adequate facilities ana trained personnel. A prototype educational program for the visually handicapped is proposed which would provide direct educational services to visually handicapped children through service centers and would also contain a manpower training component and a meterials production and research center. The main objective of the Virgin Islands phase (the stimulation of education officials to develop a training program and educational services for the vishally handicapped) is reported to have been achieved. Results of a survey in the Virgin Islands to determine incidence of visual handicaps ani a description cf a 2-week teacher training workshop are given. Appeniued are such items as a report on visual impairment among Puerto Rican public school children, a report of a study to determine tae adequacy of the Snellen Z% screening test in the Puerto Rican school system, a list of government and private agencies serving the blind in Paerto Rico, and an attitude questionnaire. (DB) HERRERA RARE RERAARERS RAEEAEER RAKE ARES ARATE AR AE RE RARE ERAREAEE AREER Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the qualit, via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. feproducticns supplied by EDRS are the best that can be made from the original. * * * *x * of the microfiche and hardcopy reproductions ERIC makes available a « & & EEEAKAEKEESEEKKEE AKASH EKER EKEEAEER ERAS SRA SERE KEKE SREKRAEKERREE EES HK + * * * * * rs a * US DEPARTMENT OF HEALTH, EOUCATION 6 WELFARE NATIONAL INSTITUTE OF EDUCATION ED151613 THIS DOCUMENT HAS BEEN RKEPRO- OUCED EXACTLY AS RECEIVED FROM THE F ERSON OR ORGANIZATION ORIGIN- ATINS IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OF FICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Ee = cll BEST COPY AVAILABLE TEACHER PREPARATION PROGRAM FOR THE VISUALLY HANDICAPPED IN PUERTO RICO AND THE VIRGIN ISLANDS Special Project Funded by the . Bureau of the Handicapped United States Office of Education Department of Health, Educat:.on anc Welfare Washington, D.C. re June 1, 1970 - June 30, 1974 P ct Number: 119.051B Grant Wom ber: OL6-3-9- IF Josephine Taylor - Project Officer PERMISSYON TO REPRODUCE THIS COPY José R. Santana = Project Director RIGHTED MATERIAL HAS BEEN GRANTED BY William Peterson Jose_R.._ Santana — i TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN STITUTE OF EDU ATION FURTHER REPRO DUCTION OUTSIDE THE ERIC SYSTEM RE QUIRES PERMISSION OF THE COPYRIGHT OWNER r % \ S Oo n N S \ Copyright, 1974. Reproduction or duplication of this report and or portions of it is prohibited unless written permission from the Project Director and the U.S.O.E. Bureau of the Handicapped is ob- tained. Portions of the report have been copyrighted under "Developing Educational Services for the Visually Handicapped in Puerto Rico"; November 1974. Message from the Chance‘tor p-ctnebeoalinns _ The University of Puerto Rico through its College of Education has for the last four years been engaged in a coordinated effort with the 3ureau of the Handicapped, \Jnited States Office of Eduction, Department of Health, Education anc Welfare to train professionals and to do research ip che area of the visually handicapped. We hope that what we have learned from this Project will be of benefit te others who plan to establish programs for the visually handicapped. On behalf of the staff, the faculty and the students of the University of Puerto Rico and with the authority invested in me as Chancellor, this y > report is herewith submitted, 28 February 1975. Ismael Rodriguez Chancellor Messuge from the Dean of the College of Education The College of Education has for the last four years been engaged in a’ coordinated effort with the 2ureau of the Handicapped, United States Office of Education, Department of Health, Education and Welfare to train professionals and to do research in the area of the visually handicapped. The teachers who are presently educating visually handicapped children in Puerto Rico and the Virgin Islands are the products of this Project's initial sbaetie. As DeanilI would like to submit the research planning results and prototype conceived during the duration of the Special Project hoping that others who plan to establish programs for the visually handicapped will utilize what we have learned. I herewith submit this report on 28 February 1975. Laura Gallego ith f Dean ACKNCWLEDGEMENTS Our special appreciation goes to Miss Josephine Taylor, Project Officer, United States Office of Education, Washington, D.C., for her valuable support and advice. It also goes fcr the many government officials and private citizens who have assisted us throughout the many hours of trials and tribulations for the worthy cause of serving the visually handicapped children in Puerto Rico and the Virgir Islands. The successful achievement of the objectives planned for this Project could not have been possible without the assistance of an efficient staff. Special recognition goes to Mrs. Eladia R. Hernfandez, Assistant Project Coordinator for Puerto Rico; Mr. Edwin L. White, Coordinatoxr.for Virgin Islands; Mr. Humberto Hern&andez, Coordinator of the Materia!ts, Production and Research Center; Professors Miriam Rodriguez, Zacarfias Vazquez, Dr. Charles Lee, Dr. Judith Romana, Dr. José L, Soto Padin, and Dr. German Oliver Padilla; and Project secretaries Mrs. Gloria Rivera and Miss Agnes Col6én Comas. José R. Santana Project Director ‘ _s TABLE OF CONTENTS PAGE ire PO SE ig ee eR ee a ae eS eae ae ee 1 Part S © PURSES BISG PRABe ee ee Sw Ee Ne ee ee 3 « Fart i7 = Proceeuce end Vinkines ao6 «eA eS Se ee we 6 Part III - Recommendations for an Educational Program for the Visually Handicapped in Puerto Rico...... 35 Part IV - Summary and Recommendations . ....+-+-+-e-ee-s 53 Part 9. Virgina Teiames TRON: sk 6k ee oe Se eS 55 Appendix A - Visual Impairment Among Puerto Rican Public Schools - . 7 > > - a . *. * . J 7 > . > 60 . Appendix B - Study to Determine the Adequacy of the Snellen E Screening Test as it is Administered by Teachers in the Elementary Schools in the Puerto Kico School System... 79 Appendix C ~ Government and Private Agencies serving the Siied im Puerto Bice... 626 e668 ce 0s 6 ee . koe Appendix D-I - Attitude Questionnaire ........6+2+-+-e- 4133 Appendix D<Ii «Directed Interview . . 22 6s + +e es we we . aS Appendix E - Results of Directed Interviews .....e..-.e 139 1g Appendix F - Structured Observation Guides . ......+-.. 150 - Appendix G-I - Minimum Competencies for Teachers of the Vasualty Hendicepped =. 6 6s Se eR oe ER Appendix G-II- Graduate Questionnaire .....2+ s+ «e+e 157 Appendix H * Protect Ieterae 197 50t@ «6 «6 ewe ee wo: US , Soecial Yroinct Staff and Consultanta ...°s 660s ae ee. ow 260 Soro: ONE BON 6 a ee es be a a 7 2 DEVELGPING EDUCATIONAL SERVICES FOR VISUALLY IHiANDICAPPED CHILDREN AND YOUTH IN PUERTO RICO Introduction Educators have been aware for many years that many severely visually handicapped children in Puerto Rico were not being provided with adequate educational services. Accurate statistics were not availabie, however, and there was not sufficient funding to meet other needs of the school-age population; hence no extensive surveys of this sub-group were made. Absence of the information needed to identify these children, lack of general demo- graphic. information regarding Puerto Rico, confusion over definitions of blindness and visual impairment, conflict over priorities in the educational system, and the effect of various cultural factors influencing attitudes to- ward the blind and visually impaired impeded all program development. Since 1964 the United States Office of Education has been granting funds to increase and improve the quality and quantity of services available to exceptional children and youth. In consequence, the Commonwealth of Puerto Rico now has the opportunity to develop services for the visually handicapped and programs for professional preparation to support those services. The initial phase of the Project began on June 1, 1970 under a grant by the Bureau of the Handicapped, Division of Special Projects, United States Office of Health, Education and Welfare. The purpose of this first phase of the Project was to plan a Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islands. The purpose of this | final report is to present the findings for Puerto Rico under Part f «ad a subsequent summary for the Virgin Islands in Part II of the report. ‘Th: i d > p preliminary findings during the planning phase of the Project exposed cultural and socio-economic problems which are relevant to the establishment of special educational programs in the Caribbean and Latin America. Two questions have to be answered: Should proposals be submitted based upon demographic patterns commonly assumed to be true for the United States? Should proposed programs be based upon existing educational programs which seem to be viable within the culture and socio-economic milieu of the United States? "Most Latin American and Caribbean countries are converting from agri- cultural to industrial economies. This tieekikion will bring with it not only the benefits but also the ills of industrialization such as unemployment, urbanization problems, imbalance in nature and the needs of the rural and city educationel systems". As these issues and problems in Latin America and the Caribbean countries are assessed, it is apparent that the practice of shifting special education programs designed for the general culture of the United States to these cultures is likely to be inappropriat@. Many of these programs do not account for: differences in language, insufficient schools, lack of teachers, and negative attitudes toward the handicapped. 3 \ PART] PUERTO RICO PHASE tt has been the contention of many Puerto Kicans that the idio- syncratic factors of culture and demography peculiar to Puerto Rico, have not been given due consideration by the Commonwealth Government in planning new educational programs. Patterns which have evolved to respond to educational, social, and economic needs in the United States have been Lifted bodily and transplanted to Puerto Rico. Rejection reactions have often occured and critically needed services have not survived. In an attempt to resoJve these problems the University of Puerto Rico, under special federal grants, now assists the various governmental offices of the Commonwealth in planning new programs and services for the visually handicapped, with attention to the uniqueness of Puerto Rico and to-the principles of good education for the visually handicapped which are valid in both cultures. Until 1940, Puerto Rico was an agrarian country of extremely low per capita income. Since then, it has rapidly changed to a prosperous indus- trialized and relatively modern society. "Operation Bootstrap", as the Government of Puerto Rico has termed its progressive economic and social reform program, has resulted in an increase of over 700 percent in the goss national product of the Island. The Island's standard of living has spiraled to figure among the three highest in Latin America. Illiteracy, one 75-80 percent on the Island, has been reduced to virtual non-exixcence. Industry has flourished. Tourism has injected millions of dollars fnto the Puerto Rican economy. Thus, the "Poorhouse"” of the United States has been transformed into a showcase for developing nations. According to official figures published by the Department of Education of the Commonwealth of Puerto Rico, there were approximately 700,900 students enrolled in public schools througheut the Island at the beginning of the 1969-70 school year. This figure does not include the thousands of students attending private schools on the (sland. Prosperity is reflected in the educational opportunities for Puerto Rican children, as evidenced in the Statewide Annual Report on Education published by the Board of Education of the Commonwealth of Puerto Rico. Educational opportunitizs have also been extended to many of the physically and mentally handicapped children and youth in Puerto Rico. There are programs for educating the mentally retardec, the deaf, and the emotionally disturbed. Provisions fer education of the visually handicapped in Puerto Rico have been limited, essentially to only part of the blind population and have followed the traditional residential school pattern, of one specia' school in San Juan, founded in 1919, and administered by the Department of Sovial Services. As of August 1971, this school for the blind had an enrollment of 98 students from all over the Island, and a faeultty-of 16 teachers. In addition to this school, the Department of Social Services has provided some limited home teaching with 13 teachers serving the adult blind population throughout the Island. Based on a preliminary report, the legally blind school population in Puerto Rico is approximately 1,418. This represents 21,3 percent of a reported total blind population of 6,644. There has been no study of the vidually impaired (partially seeing) pop- ulation, but incidence figures from the United States reported by the National Society for the Prevention of Blindness, indicate that the approximate number of visually impaired would be, minimally, two and a half times the number of legally blind in the population. The number may be considerably higher if a ii proposed uew definition of the visually handicapped is adopteua. The Government of Puerto Rico intends to expand the educaticnal services for visually handicapped children on the Island by establishing public schools classes for visually impaired (partially seeing). During the summer of 1959, two courses were offered at the University of Puerto Rico for teachers of the visually handicapped. In August 1969, the Division of Special Education, Department of Education of the Commonwealth of Puerto Rico initiated a special sight conservation class for partially seeing students in Bayam6n, Puerto Rico. The u.e of the term "Sight Conservation", as applied to this special group of partially seeing children, implies a lag of 25 years in the utilization of appropriate terma:.ciogy for the visually handicapped in Special Education. The drastic social and economic changes on the Island, combined with the cultural heritage of the Puerto Ricans, may create problems in providing a proper education for visually handicapped children. According to a recent article in the New York Times: To some extent, Puerto Rico is a microcosm of many of the world's underdeveloped countries. It has one foot in Latin America--with a common cultural legacy and a economic: history rooted in a rural, agrarian--peasant economy. But it also has one foot in modern America--with a rapidly growing industrialization, urbanization, and a boom- ing economy that is bringing prosperity to a growing middle class. Both characteristics are causing problems... It was concluded at the end of the planning phase of the Project that before any long range program for the education of the visually handicapped was to be implemented, a study of specific demographic factors and an : analysis of existing services for the visually handicapped should be undertaken, bearing in mind the cultural factors indigenous to Puerto Rico ard the educational philosophies which mirror that culture. * 12 6 vART IT PROCEDURE AND FiNDINGS An intensive review of the literature was made to determine current defiaitions of blindness and visual impairment, concepts of blindness and visual impairment in Puerto Rico and Latin America, types of programs for the ed-ication of the visually handicapped both in the United States and in Puerto Rico, and cultural fac:ors affecting attitudes toward the blind and visually impaired persons i.: Puerto Rico and Latin America. Demographic information was compiled by means of an examination of existing school and health records from the Department of Social Services, Department of Health, and the Division of Schuol Health, Department of Education, Commonwealth of Puerty Rico. Moreover, interviews were arranged with administrators of the agencies to secure their cooperation during the data gathering phase. . The information was analyzed by comparing them to existing United States Statistics on blindness and visual -mpairment, a: reported by the National Society for the biaeiabbeis of Blindness and the United States Office of Education, Bureau of the Handicapped. Information was also gathered on available services, programs and the criteria used in identifying the visually handicapped in Puerto Rico, information on the incidence of blindness and visual impairment in ‘the population according to age, sex, and the major causes of blindness was gathered from public health records. Records were also examined to obtain the number of sighted and visually handicapped children being educated in Puerto Rico in public, private schools. Results of a survey conducted by the special project for teacher preparation at the College of Education, University of Puerto Rico, will be 13 tsed as additional support for a data based program. The survey was designed by the staff to obtain a random sampie of 3,000 public school students (grades one <hrcugh twelve) from five geographic reyions and . . . ° - thirt:; towns. Large, medium and small sized towns were selected from . north, senek, east, west and interior geographic areas in Puerto Rico. This ~* survey was part of the scheduled activities by the special project in order at to support the development of educational services for the visually h..ndi- capped in public schools. The second phase of the project was highligi:ted by the results of attitude surveys including directed interviews of prominent Puerto Ricans, ‘ student opinions on blindness 7.d general public stereotypes identifiable through these atti’ ide surveys. (For details see Appendix D-I, II and E). Significant educational needs were identified by means of structured observations, opinions of professionals and panels of successful blind Puerto Ricans. From these identified educational needs, basic teacher compe- tencies will be recommended as part of a molel training program. fhis report will conclude with the presentation of an educational program for the visually handicapped which is suited to the cultural and socioeconomic needs of the Puerto Rican visually handicapped population. Cultural, factors in the Puerto Rican Society As part of the research conducted by the project staff and the original plan to identify specific cultural factors within the Puerto Rican society an analysis of some salient factors was made. Cultural factors are those characteristics of any educational program that will identify its components with the traditional national ethos. To understand the meaning of the term "cultural factors", < used here in this 14 study, it will be necessary to examine its two basic components, namely the culture-human factors and sulture-complement factors. Culture-human factors comprise the language, religion, a tions, beliefs, and actitudes of a particular social group. } Some of the readily identifiable culture-humar. factors which might influence educational services for the visually handicapped in Puerto Rico are: duality in the value system; hero-worshipping; regional religious beliefs; the family; and language variables. If a comparison of these human factors is made between North American and Latin American cultures, it may be assumea that the Norch American culture is dominartly Anglo-Saxon, Protestant, capitalistic, and pragmatic, while Latin American culture “s dominantly Catholic, traditional, semi- feudalistic, and aristocratic in nature. _, The North American iuflueice on the Puerto Rican culture has been felt primarily in the areas of economics, politics and education. The main manifestation of this cultural influence can be evaluated by examining an apparent shifc in values in Puerto Rico. Economic values, which subor- dinate all other values in the United States system, conflict with the primacy of aesthetic values within ths Spanish culture. Stabb argues that the Latin Americans of Hispanic origin "...distrusted the North Ame~ican pursuit of success, his worship of progress and his insensitivity to the world of the aesthetic."! Sanchez% and Juan Marin? discuss the problems IMartin S. Stabb, In Quest of Identify, University of North Carolina Press, 1967, p. 10. 2Luis A. Sanchez, "On Education in Both Americans", Teachers College Record, 6:1-10, 1$63. 3juan Marin "The OAS and Education", Teachers College Record, Vol. LXV p. 11-16, 1963. Lo 1 to be encountered in any cross-cultural program dealing with education between both North and South America, They highlight language, race and hier:chies of values as sources of conflict in the meeting of both cultures and point out that in the Waited States cconomic values have spremacy and subordinate ali other values. The resuits of seventy-three years of United States rule must be considered in the rapid economic growth and prosperity of the Island. Are the values of the Puerto Rican system dominated by ecoromic objectives? Are the more aesthetic considerations of the Spanish heritage obliterated by Unitec States influence? The Spanish heritage of the Puerto Ricans may account for the roman- ticized version of the handicapped. The expression "Ay bendito!", is prevalent within the Puerto Rican society in reference to the unfortunate position in which blind persons are perceived. “Ay bendito!" combines p:.ty with elements of the Biblical blessing used synonymously for the blind and the dead. No equivalent expressions exists in the English Speak- ing North American languaze culture. Originators of new programs may’ learn much from such key phrases which reflect specific social attitudes towards the blind and blindness. The prevailing attitudes toward the handicapped are permeated by tradition, pictv, generalization and stereotype. Blindness is feared, but public information about the nature and needs of the handicapped may help change attitudes to a more positive outlook as evidenced by pre-and post- attitude surveys corducted by our Project staff. The romanticized version of the handicapped reflects the "aura" or "charisma"’ enveloping the successful blind person. The polarization of blind genious and invalid blindness is a strong factor wnich must be considered within a system which 16 10 romanticizes personal achievements due to its hero-oriented culture. In Puerto Rico, religious tradition has followed a similar pattern to that of other parts of Latin America. There is a clear Caribbean influence in the religious beliefs of the Puerto Ricans. The merger of Latin American Romen Catholicism, North American Protestantism, and penta and Indian superstitions, creates the unique regional travition present in Puerto Rican society. "“Espiritismo" or spiricism, derived from Caribbean religious influence, is wide-snread throughout "uerto Rico. Many Roman Cathbwlics and Christian denominations have great faith in the power of the dead and their spirits. "“Sesiones espiricistas" (spirit rapping seances) attract large segments of the Puerto Rican vopulation. Spirits are the healers, dictators and srodicters of the present and future destiny of the believers. A strange nixture of prayer to selected Saints, the Virgin Mary, and "ei Seftor’, a Christ is commonly called, are complemented by herbs, potions and sometimes demonic rituals. ? It is commen to find meeting places which claim to find fanous dead elite such as medical doctors, politicians and others, who by touching through a medium, are able to heal handicapped children and adults. In personal communication with Health Department personnel it was revealed that in many cases children with eye infections or other conditions were taken by ther parents to the town's "espiritista” rather than to ti:e Health Department Clitics. Strange remedies are prescribed by the medium, such as, using a few drops of lime in ti'e eye of child with conjunctivities or drinking cologne mixed with chopped lizard tails and coconut oil to treat a stomach ulcer. Further research is needed in order to determine what pro- portion of the population in the Caribbean and in Puerto Rico believes in the sub-cultural religious cult known as "espiritismo". 17 11 In suu, the handicapped population is affected by che religious traditions as reflected in the expressions of pity (Ay bendito, pobre cieguito, etc.) which have their roots in the Judeo-Christian heritage. ‘a co «Ct Moreover, the handicapped are viewed by many as "afilected by evil spirits" who can only be liberated, according to “espiritismo" (by the action of the spirits). The Puerto Rican cultural tradition is composed of unique Caribbean historial eiements, Spanish ae OES and North American cultural variables. The lower-middle and lower ciass members exhibit a sirojwg family situation. The handica»vped in this family unit is often over protected and overwhelmed with pity. \ften as many as twenty or thirty members of such families (including second, third cousins and "compadres") are responsible for the well-being of the handicapped member. This set of mixed religious and traditional walues in the Puerto Rican society offers a challenge for planners of new educational and social programs. Programs in special gickat ton may utilize the incentive of the families when the family is a dynamic force in community relations. The social structure of -the Spanish influenced systems shows lack of coumunity oriented pregrams. The primary source of neighborhood involvement in a culture influenced by traditions is the family. According to Shurz: ) ‘ To all outward appearances, the male is still head of the family, and family solidarity is much stronger than it is with us. Family life is surrounded with a reserve that is unheard of in this country, where Americans are in the habit of keep- ing open hcuse for a wide circle of acquaintances, ard the neighbors may run in without as much as knocking at the door. The Latin American admits only a few intimates to his home, and a foreigner who has done business with a native for many years may never have met his wife or seen the insid. of his home. ° * 18 The complexity uf tne Puerto Rican family with its dualicy of systems both th racitional Spanish-Laiia American and the ‘trong influence of the North American way of Life, introduces an important variable in the family unit. The rapid change being experienced through- out Puerto Rican society has affected its fundamental structure. The middle and upper class family units tend to identify their life styles wita that of the United States. Thus, the stress on material comforts, and the "keeping up with the Joneses" philosophy is greatly cvident in the Puerto Rican family today.. But among the lower-middle class grevp the duality of values and tradit‘ons is found. One aspect is a strong family unit with fix 4 re‘igious and traditional patterns inherited from the Spanish, African anu Caribbean cultures. The other results from the effect of North American values on the lower-middle class families regarding material progress, T.V. sets, transistor radios, cars and comforts which must be obtained even if one cannot afford them. There is, however, a strong Hispanic ingredient in the Puerto Rican family, namely "respect". Though diluted by the influ- ence of the North American values system, respect is still strongly in families of the lower classes in the interior of the Island. The modern- ization of the Puerto Rican family has not icached this large segment of the Puerto Rican society. Hence the value system of the traditional hispanic ‘amily,as described by Shurz, Tumin and other social researches can still be found in some Puerto Rican families. The nature of a ®oman Catholic family unit as a strong force in deciding or planning the education of the visually handicapped hild may play an important role in the development of special educational programs. 19 13 Language is another cultural factor which may influence educational rices tor the visually handicapped in Puerto Rico. Spanish was the of- cial language in Puerto ico from the time of its settlement by the vaniards four hmdred fifty years ago. For the early 1900'S, Eng!ish was introduced by Americans when the Island was ceded to the United States. English was established as the wfficial language and used throughout the school system during the eariy United States governments. Later, Spenish was reintroduced as the official language, buy many textbooks continued to be used in English. Many students «f the early 40's and 50's are bilingual, because English was the official language in the school system duriny, that period. This duality of lrnguage in the scho«l system has created problems in reading and r2;ional language usage. Sub-dialects in the general population reflect Indian, Spanish, as well as English words and phrases that have become part of everyday usage. The fluctuating changes in the official language utilized throughout the school system and the migration to and return of Puerto Ricans from the Jnited States ha‘; influenced the Puerto Rican language. The influence of English on the Puerto Rican language is heard in its most extreme Sintint through the dialect caites "Espainglés" or "Spanglish". "Newyoricans" a name given to children of Puerto Rican parents born and raise ir New York use this dialect either in Puerto Rico or the United States mainlanc. Some further examples of "Spanglish" are: Spanglish Spanish English janguear colgar to hang marqueta mercado market place funitura mobiliario furniture 20 Spanglish ' Spanish English parquear estacionar to park bLloque cuadra block la bosa la jefe the boc. (female) el rufo el techo the roof la boila la caldera boiler lonch.r almorzar to Lave lunch Ar interesti:s phenomenor has emerged within this social group. Many of the Puerto Ricans who migrated to the mainland in the early fifties are returning home eiti.er defeated and impoverished or economically successful. Language problems among these returning citizens become significart: factors for their children who have been born*in the States. The educational syst — ‘must cope with the thousands of “Newyoricans" who are constantly moving back and for the seeking better job opportunities, financial stability and communal self identity. The language factor also affects the handicapped Aivactiy, Many handicapped persons resent being called blind = deaf and are humiliated at the sound of these words beca:ise of the negative connotations of inferiority, pity and hopelessness. Atterpts are. being made through orientation campaigns to affect some change in language usage which refers to handicapped persons. For example, "no vidente”" is used instead of “blind and "impedidos", instead of “inv4lidos" referring to handicapped. Since attitudes are expressed through language, it is important that careful attention be given to the cultural factors which make up the Puerro Rican language idiosyncracy. Language is also important in laying the foundation of new programs , since tex »*s, braille, and large type material are available through quotas from the American Printing House (U.S.A.), but very little Spanish material is produced by this United States mainland agency. Zi Although some educational materials ar countries, these, too, fail to reflect Rican culture. Culture-Complement Factors The culture-complement factors are those components of the general social structure which make the human-culture factors viable and localized. For example, the climate (in the case of Puerto Rico, tropical), the natural resources, the available transportation facilities (which could play important roles in the determination of types of programs to be used), diet, recreational facilities, industry, and government ideology are al>. complimentary factors synthesiet into the whole social gi gs ‘These factors affect the visually baniteabcos in various ways. Edu- cational needs in the area of mobility and orientation will be determined by geographic factors, unique to the region. Curriculum variables to be considered in this area are: street layout, type of buildings, nature of traffic and tropical climate. Job opportunities, resources and lon; range program planning will be influenced directly or indirectly by the hvuman- complement factors identified in this study. Puerto Rico is located in the Caribbean region which consists of the Greater Antilles (Cuba, Jamaica, Hispaniola, and Puerto Rico), and the series of islands which make up the Lesser Antilles. The entire area is tropical but due to cooling northeast breezes the mean temperatures range between 80 and 82 biacwes Farenheide. Most of the region is characterized by volcanic islands (peaks of submerged mountains) which are surrounded by the Atlantic Ocean and o: the Caribbean Sea. In general, there is plenty 22 Of sunlisht, abundant rainiall, cooling breezes, ; islands with little arible land. Puerto Rico is an island ove hundred miles long and at most thirty five miles wide. Within this territory live two million seven hundred thousand inhabitants a population augmented by over one million Puerto Ricans who live in mainland U.S.A. and migrate between the Island and the large metropolitan areas on the uletamead United States. The Puerto Rican economy has evolved from a monoculture dependent on ihe six month seasonal cultivation of the sugar cane to a more diversified industrial society with an economic growth of eleven percent in 1971. Agriculture in general has diminished to the point where Puerto Rico depends on imports and foreign suppliers for basic foods such as rice, beans, meats, etc. Today Puer:.. Rico is the fourth highest importer from the United States of America with a purchasing volume of approximately eight hundred million dollars per year. It is important to note the influence of geographic location znd warm climate on the cevelopment of tourism. The Government is investing millions of dollars in promotion campaigns to attract United States and Western European tourists to the Island. This brooming industry is providing an increasing number of skilled and service related jobs for the Puerto Ricans. Housing is suited to the tropics and the Island, but it offers a striking contrast bt st¥ev huts and shanty slums on one side and residential ranch style “urbanization” and air conditioned luxury hotels on the other. Many high-rise buildings are being erected throughout the metropolitan areas of Puerto Rico, and apartment buildings are substituting for the one or two story houses There are modern highways and spcedways connecting all points oj the Island with many still in the process of construction and under improvements. It is expected that by 1973 there will be one million cars in Puerto Rico, Public transportation is quite inadequate in meeting the needs of the population primarily because of the aprawling suburbs which comprise the metropolitan areas and the inadequate planning and financing of such system. Politically, Puerto Rico is a Commonwealth of the United States. Even though <ne Puerto Ricans elect their own governor and legislators, the councry still is considered a territory of the United States under the dizect supervision and control of the United States Congress. Puerto Ricans are United States citizens, but these living on the Island are not represented by voting members in the United States Congress and do not vote for the President. On the other hand, if they reside in the continental U.c.A. they have the right to vote for the President as any other United States citizen anc they are represented in Congress. Also, if they reside in Puerto Rico, the Puerto Ricans do not pay Federal Tax; if they move to the mainland they must do so, Puerto Rican political status has not been clearly defined. Puerto Rico is a nation because of its common racial, traditional, historical, religious, cultural, and linguistic heritage whithin a clearly marked territory. However, this nation cannot be considered a sovereign country because politically it is a part of the United States, If either state- hood or total independence from the United States is selected by the rto Ricans ac a suitable alternative ‘co their present pol the cultural factors discussed here may be re-examined In attempting to identify cultural factors which migit infl» ‘velopment of educational services for the visually handiccpped erte Rico it was assumed that progrrzms should be ruled by cie-r identifi- cation with the social group in which they are ij ‘ended to exist. Programs can neither be transplanted nor copied if true self identity is to permeate through the objectives of the program. An indigenous program will require knowledge of the literature and types of educational services pertinert to the nature of the visually handicapped. Cultural factors will also be essential ingredients in the creative plarning phase of educational services for the visually handicapped in Puerto Rico, 19 DATA RASED PROCRAM The purpose of this section is to present the results obtained from a survey of existing demographic data by means of an examinction of health and school records, as well as available census data. In addition, the results of a two year study conducted by the Special Project on Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islan¢es will be presented in order to support the need for educa- tional services for the visually handicapped in Puerto Rico. (See App. A) , INVENTORY PHASE After a thorough examination of census data, school and health records, the findings were put together and are presented here in Tables 1 through 3 with comments on the data collected. In Appendix A a study of blindness and vision problems in the public school age population in Puerto Rico will be presented as additional justification for providing services to this handicapped group. Tables 1 and 1-A point to a slightly higher incidence of identified visually handicapped individuals in Puerto Rico than in the mainland United States. There are 6,644 legally blind out of a total population of 2,700,000 Puerto Ricans on the Island according to the 1970 census. This incidence is based strictly on the cate definition of blindness (20/200 on the Snellen chart with correction or angle of less than 20 degrees in the visual field). “20 Distribution of visually handicapped population in Puerto Rico according 1965-1970. to census conducted by the Departmert of Social Services AGE DISTRIBUTION OF BLIND IN PUERTO RICO AGES MALE FEMALE COMBINED 0-4 24 17 41 5-9 55 37 92 10-14 91 76 167 15-19 103 86 189 20-24 129 86 215 25-34 190 161 351 35-44 226 181 407 45-54 362 262 624 55-64 576 400 976 65 and up 1,613 1,671 3,284 Unknown __162 136 - 298 TOTAL 3,531 : 3,113 6,644 27 PERCENTAGE DISTRIBULION WITHIN BLIND POPULATION 10-14 15-19 20-24 25-34 35-44 45-54 55-64 65 and up Unknown The total, 6,644 blind population represents .3 percent of the total population of Puerto Rico, ©? This figure, as contrasted with that of the reported .1 percent of the total population of the United Sta.es, indicates a significant difference in the reported legally blind population for both centuries. 67carlos Albizu, Coping with Blindness, Part One Census, Unpublished, Department of Social Services, Puerto Rico, 1969. The partiaily sighted population, as defined in the United Stztes, as not reported in the data, however personnl interviews with the re- searches showed that wnay thousands of individuals were omitiid because they could not be classified under the legal definition of blindness. The figures in Table No. 2 reveal that 21,937 children in the public school system were reported to have had problems severe enough to be referred to an opthalmologist. While only a small percentage of those referred are likely to be classified as visually handicapped, the referral rate of 10% for Puerto Rico may be compared with the 25% referral rate for the United States. School Health Records, as reported by the Division of School Health, Department of Education, Commonwealth of Puerto Rico in their annual report 1970-71, show the following results: CHILDREN WITH VISUAL PROBLEMS REFERRED TO OPTHALMOLOGISTS: San Juan School District _ 4,332 Arecibo School Distrist 973 Mayaguez School District 5,606 Ponce School District 2,530 Humacao School District 3,666 Caguas School Discrict 4,830 TOTAL 21,937 Data from some school districts have not been received. 29 In a preliminary investigation conducted hy the Project staff during 197i it was disclosed that the majority of the teachers who administered the vision screening test cid not know the correct procedures to follow to make such tests effective and reliable. Therefore the project staff conducted a survey on vision problems among the public school population . in Puerto Rico during the academic year 1971-72 (reported under Research Phase - Appendix A). Subsequent to this study in 1973-74 research was conducted to determine the adequacy of Vision Testing by public school teachers in Puerto Rico. In Appendix B the study of adequacy of vision testing reveals that over 50 per cent of the public school teachers in the representative sample administered the Snellen Vision Test incorrectly. The Department of Health's Crippled Children Program reported the following facts about the legally blind served by their San Juan Metropo- litan Area Center during 1970: LEGALLY RPLIND SERVED BY THE SAN JUAN METROPOLITAN AREA HEALTH CENTER DURING 1969 - 1970: Age Range Legally Blind Served under 1 1 1-4 7 9 ah The report docs not include data from other health centers since the Division of Crippled Children in San Ju... is currently bein, expanded to other regions throushout the Island. The Department of Health figures (Table No. 3) indicated that one re- gional center for crippled children served 37 legilly blind from the ages 1 to 20. The data also indicate a high number of strabismus cases (2,180) and 469 cases of visual problems due to other eye conditions. The high number of strabismus cases identified at this health center indicates that many additional such cases may occur throughout the general population. Even though the preliminary data obtained during the initial phase of the project showed the existence of a large visually handicapped populatior., it was felt that a more scientific survey of the pyblic school population could support and give more specific direction to the devel- opment of educational services for the visually handicapped in Puerto Rico. 31 The demographic data gathered disclosed a considerable population of visually handicapped children and youth in Puerto Rico. These visually handicapped students require special educational segvices to meet their educational needs. An examination of existing services for the blind and the visually handicapped in Puerto Rico was conducted concurrently with the data gathering phase of the study. Interviews were arranged and visits were made to govern- ment and private agencies following the preliminary identification of these available services. After surveying the existing facilities (government and private) which offer services to the legally blind in Puerto Rico, a list of these agencies was compiled, (see Appendix C). The list includes four agencies which offer educational services; seven which offer diagnostic and rehabilitation services and four that provide volunteer services. Information relative tc: name, address, types of service offered, and administrators is included. Survey of Attitudes An educational program reflects the cultural attitudes and traditions of “he social group in which it is created. After reviewing pertinent literature on cultural factors, public opinion on blindness and severe visual handicaps was surveyed. A questionnaire was administered to a representative group of administrators, supervisors, and university, vocational and adult evening students. Interviews were made cf twenty-five selected leaders in the community. This procedure was undertaken to determine the attitudes of a 32 26 group of influential Puerto Ricans holding positions of prestige in the conmunitv. A survey of attitudes toward the blind was made of a representative group of students, teachers, community Leaders and adults enrolled in evening junior and senior high-school classes. The predominant attitudes, expressed through this survey, were negative to the psychological well being of the visually handicevved. Pity and stereotyping attitudes (musician, genious, moral impeccability) were among the most prevalent within the attitudes of the general population. A significant result of this study rated blindness second to mental retardation as the most handicapping condition, The following is a summary table of attitudes of representatives items which point out the need of developing more positive attitudes toward the bl. od within this cultural group. The complete questionnaire in found in Appendix D-I. For the purpose of this report only items one, three, and seven will be summarised in the following table. 1. What do you feel when you meet a blind person? Pity - Sympathy - Curiosity - Fear - Describe any other feeling. 3. Do you think that blind persons are compensated by having: more hearing, special musical talent, more intelligence than sighted people, a deeper sense of morality? Indicate oth«rs. 7. Do you think that "AY BENDITO" best expresses your fevling upon encountering a blind or visually handicapped person? Summary Table of Survey of Attitudes Supervisors University Vocational Adult-Evening and Students Students Students Teachers (35) (91) (60) (15) Q.1 Pity-43% Pity--23.8% Pity-80% Pity-1007 Q.3 S« A S7. Se - 337 Sens Senses-4/7, | Q.7 ¥ 2. 53 Yes-18.6% Yes-30 Yes-60% 4 33 27 Note that 100 percent of the Adult-Evening Student group responded yes to pity in answering item one. Eighty percent of the Vocational 3 and 43 percent of the Supervisors and Teachers also selected pity. - Only 28 percent of the University Students indicated they felt pity upon meeting a blind person. Even though 47.1 percent of the Adult-Evening Student group indicated that blind persons were compensated by having a greater sensory perception than the sighted, it is interesting to point out that 45 percent of the Supervisors and Teachers who are supposed to have achieved a higher desree of education feel tne same way as the Adult-Evening Students. An unexpected result in answering this item was the difference between 38 percent of tue University Students believing in the false assumption of sensory compensation due to blindness and the lower percentage (23 percent) registered by the less educated Vocational Students. The expression, "AY BENDITO", which connotes pity and other negative implications was indicated as an answer to item’seven by sixty percent of the Adult-Evening Students. Just 18.6 percent of the University Students indicated that “AY BENDITO" could express their emotions upon encountering a blind person, | After the students were expossed co training which consisted in their participation in Ed, 353 - Introduction to the Education of the Blind and the Visually Handicapped - and other activities. Directed interview A directed interview guide was developed after the examination of th Puerto Rican social structure and some of the cultural factors which might influcnce tne development of cducational services for the visually handi- capped .g Puerto Rico, 34 28 Open-ended question: for the interview were desisned to reflect chi attitudes of an importent segment of the community as expressed by sone its intluential leaders. Questions were intended to elicit attitudes of educacors, administrators, teachers, special teachers, and representative members of the cormunity toward the blind in Puerto kico. The questions ais? were intended to assess the attitudes of the above individuals toward the image of the blind person as a student, worker, and contributing member of society. The results of these interviews were expected to show a range of at- titudes influenced by cultural factors in the Puerto Rican social mileau (see Appendix D-II for interview questions). A selected group of about twenty-five leaders in the Puerto Rican society were interviewed. These leaders were directors of agencies or community groups such as the Board of Health, the Board of Education, civic groups, parochial school systems, and others. One or more of the following criteria were used to determine whether a particular person being interviewed was considered as promin2nt or elite. Criteria 1. The individual should be well known by average Puerto Ricans to have excelled in professions of prestige in the Puerto Rican culture. Doctors, lawyers, engineers, professors, bankers, senators, scien- tists, or industrialists were preferred for the sample since these are considered professions of prestige according to Puerto Ricans. The subjects status should be that of a high administrator or of-. ficer in a government or private agency employing over a thousand persons. 29 In order to prevent bias, since the blird, a teacher presently working in the prog. : the visually handi- capped at the University of Puerto Rico was trained to eiwinis ter the interview to the selected leaders. These interviews lasted from one and a half to two Hours each, and were recorded for in-depth analysis with .the consent of the person interviewed. The results of the directed interviews were organized and analyzed under seven najor category headings: (see Tables 1 and 7 in Appendix E) 1) Feelings and Emotions 2) Descriptions of a Blind Person 3) Professions, Jobs and Trade:s for Blind Persons 4) Vocational Opportunities 5) Education of the Blind ~ 6) Personal Relations with a Blind Person 7) Expectations of Visually Handicapped Person The directed interview unfolded a picture of an elite group with consid- erable influence in the society whose attitudes toward blindness or severe visual impairment were predominantly negative and unrealistic. Even the pos- itive answers given to specific questions (see Table No. 7 Expectations of Visually Handicapped Persons, Appendix E) are suspected to be lacking in sincerity and mandated by social conventions. It is important to note that most of the subjects interviewed expressed doubts about the vocational opportunities for the blind in the Puerto Rican society (see Table No. 4 Vocational Opportunities, Appendix E). In addition, the interview revealed that the elite are uninformed about the real problems of the visually handi- capped in the society. This was evidenced by the high percentage of subjects 36 30 who acknowledged the stereotypes of compensatory sensory discrimination (super-human) and the predominance of pity inspired by the "sad lot' of the blind. (Sce Tablesl Feelings and Emotions and 2 Descriptions of a Blind Person, Appendix E). The attitudes expressed by the persons interviewed supported the results obtained by means of the questionnaire survey. In both surveys of attitudes, subjects conceived the blind in a manner which is unfavorable to the satisfactory habilitation and/or rehabilitation of the visually handicapped as members of the Puerto Rican society. Recommendations will be presented in Part Il to stimulate public information-campaigns in order tc elicit more positive attitudes toward the visually handicapped from the population at large. Educational needs In addition to the basic educational needs for all children, visually handicapped children and youth require special adaptations in methods of teaching and instructional materials. As a supplement to staff research in curriculum adaptations, special directed observations were planned in order to obtain pertinent data from real educational settings. Twenty students from the College of Education, University of Puerto Rico, were trained in the use of Structured Observation Form to determine educa- tional needs of visually handicapped children in Puerto Rico, The Structured Observation Form was designed by the project staff based on pre iminary ° observation forms developed during the first year of the project. (See Appendix F for Structured Observation Form). The student-trainees visited the residential school for the blind (Instituto Loaiza Cordero) in Santucce 37 and the Diagnostic and Rehabilitation Center for Adolescent and Adult Blind also in Santurce, Puerto Rico. The project trainees were instructed to observe visually handicapped in both institutions ané to note specific observable conduct as indicated in the Structured Observation Form. Results from structured observations After two semesters of directed observations carried out by project steff and student interns, the following areas of educational needs of the visually handicapped were identified. The Structured Observation Form was used as a guide to facilitate the data collection process. Priorities were assigned to areas of educational needs, based on a frequency of reported observable situations. Eighty percent or more of the student interns and staff observed and reported these areas of needs which are listed here in order of priority for the visually handicapped in Puerto Rico, 1. Mobility and orientation The student interns and staff reported no formal instruction in mobility and orientation at any of the educational settings existing in Puerto Rico. Home teachers, working for the Department of Social Services did not include mobility and orientation skills as part of their rehabilitation instructional tasks. Children received no specific orientation beyond that offered by teachers in the residential school classrooms. Project Achievements The first step taken by the projeci staff was. to design a mbility and Yientation course, (fd. 397). (See Fart V for course description). Approximately over 100 students have taken this basic course which rncludes pract: ising the cane within “he San Juan Metropolitan Ar a 338 32 Orientation and mobility instruction was introduced as part of tix urriculum offerings at the school for the blind in Santurce as the resuli trained graduates perfcrmance in their work with the blind childres » school . 2. Communication It was reported that there was 4 lack of braille material in Spanish and English. In addition, an extremely limited supply of reading materials and irstructional aids for the partially seeing or visually impaired was also reported. Some teacher-made materials were used in educational settings. Research facilities for developing instructional materials for the visually handicapped were found to be extremely limited and in most cases nonexistent. Utilization of other communication media for the visually handicapped such as recordings, talking-books, etc., was scarcely reported. Project Achievements The Materials and Production Center (See Part III) was developed to meet the educational needs in the area of communication. The most significant results growing out of the establishment of this Center have been: a. The establishment of the first recording library for the , blind and the handicapped in Puerto Rico, The recording of the first Spanish textbook recorded by a noted Puerto Rican actress, Miss Jossie Pérez. The master tape is now available to all Spanish speaking ethnic groups throughout the United States Mainland and can be obtained from the Library of Congress. The first draft of a Spanish Braille code grade two has been completed based on a word frequency study conducted by the staff to develop the code. This code will be tested during the Academic year 1974-75 under the new Special Education Program at the College of Education, University of Puerto Rico, 39 33 d. The first Library of Congress, Branch for the Blird and Physically Handicapped was opened in January 1975 as a result+of our Project efforts and findings. e rad, 388 (Communication Skills for the Visually Handicapped) was designed to meet the need for trained teachers in this . fielt' (See Part [II for course description). ‘ 3. Daily-living skills Students reported a lack of organized training sequences in early childhood which would develop daily-living skills such as eating and gromn- ing. There was no organized training in this area for professionals or para-professionals working with the visually handicapped. Project Achievements The Project Coordinator and the Project Director served as consultants for the School for the Blind in developing and improving daily living skills for visually handicapped children. Also, some significant progress has been made in developing an early childhood program. Moreover, an independent living skills course was created to meet this need in cooperation with the Home Economics School at the University of Puerto Rico. The Home Economics 355 (see Course description Part III is being adapted during the academic year 1974-75 to meet the needs of other handicapped in the area of independent living skills. . Plans are being made to create additional courses at the Home Economics Department to serve the needs of the handicapped. » . a 4, Curricular area A dearth of adaptations in didactic’ materials and course content areas was also reported. An absence of up to date instxuctional devices such as the abacus was observed. | 40 Project Achievevents The Materials and Productions Research Center was developed as the result of the Project prototype. Durin; academic year 1974-75 MIR Center has become the basic innovation feature of the integrated Special Education Program at the College of Education, University of Puerto Rico. The data gathered from these in::rviews and questionnaires were utilized to design course content and training sequences in preparing personnel to serve visually handicapped children in Puerto Rico. The educational needs, as identified during this phase of the study, facilitated the development of specific teacher competencies. In Part Il specific recommendations will be presented in the area of curriculum and training of personnel to serve the visually handicapped in Puerto Rico. Throughout the Special Project for Teacher Preparation, in the area of the Visually Handicapped educational needs and attitudes toward the visually handicapped have been considered as fundamental to the development of educational services. Course SEY and educational service sequences have been reevaluated constantly utilizing local attitudes and educational needs as guide lines. The Educational Program for the Visually Handicapped (EPVH) which will be presented in Part III synthesizes the activities, experiences, resezrch data and expectations during the four years of this Special Project. PART IIL ’ RECOMMENDATIONS FOR AN EDUCATIONAL PROGRAM FOR THE VISUALLY HANDICAPPED 1N PUERTO RICO This special Project has examined Riecnr suk ie data, availability and need of facilities, and pertinent literature on blindness and cducational settings in the light of salient cultural factors idiosyncratic of the Puerto Rican society. One thosand four hundred and eighteen legally blind children and youth of school age were reported in available data on blindness in Puerto Rico, and an estimated 6,265 school age visually impaired children and youth were reported in the study on Blindness and Vision Problems in Puerto Rico conducted by the Special Project. Our Special Project supports the conclusion that there is a visually handicapped population which needs educational services. After surveying the available education, rehabilitation, and volunteer services, our project staff disclosed that government and private agencies rendering these services are not meeting the needs of visually bdadicesees children and youth in Puerto Rico. Lack of trained personnel, insufficient funds, and inadequate physical facilities, are the factors hampering these programs. Existing facilities and types of educational programs on the mainland U.S. are either too costly or inoperable in Puerto Rico. Innovative types «f programs suited to the cultural and socio-economic needs are required. Research findings revealed that Puerto Rico is an evolving society, merging cultural factors from the North American culture (pragmatic, indus- trialized, etc.) with Hispanic-American cultural factors of individualism, nationalism, language, superstition, religion, and elitist influence. There is a trend toward the North American identity noted by material progress 42 36 problems, and anxieties and the agitation of a modern industrialized western society. To this social effervescence we must add some negative attitudes toward blindness which are revealed by the survey of attitudes and the directed interviews. The Structured Observation Guides developed by our project staff and interns identify educational needs in mobility and orientation, communication, daily-living skills, and curricular areas. Recommended course content and training sequences are designed, utilizing these identified areas of educa- tional need as guides. . The activities planned as part of the Project offer an opportunity to test and evaluate many of the aspects recommended for comprehensive educa- tional services for the visually handicapped in Puerto Rico. > Educational Program for the Visually Handicapped (EPVH) The main objective of this proposed program is to implement an innovative Education Program for the Visually Handicapped (EPVH) which meets the educa- tional needs of the visually handicapped in Puerto Rico. The EPVH will provide direct services to visually handicapped children, be.a resource for training interns in producing instructional and diagnostic materials and start preliminary explorations into objective research related to the education of the visually handicapped. The new model, under the name Educational Program for the Visually Handicapped (EPVH) will consist of three components: 1. The Service Center for the Visually Handicapped (SCVH) 2. The Materials Production and Research Center for the Visually Handicapped (MPRCVH) 3. The Manpower Training Program for the Visually Handicapped (MTPVH) 37 Before proceeding with the description of the EPVH basic components, a suggested definition of the visually handicapped, based om the Project findings, is presented. Proposed definitions of blindness and visual impairment require flexi- bility in order to be adopted in Puerto Pico since the legal definitions used here are based exclusively on visual acuity, and therefore exclude many children and youth who are functionally and educationally handicapped. Puerto Rico's tropical climate and the low socio-economic level of many of its inhabitants demand a culturally relative definition of the visually handicapped population. Moreover, such a definition should consider the individual's inability to participate in ordinary social life, citi the types of work which one can usually perform, find one's way in an unknown place, and learn the fundamentals of instruction in the same manner in’ whiich his seers are learning it.. The following educationally functional definition of visually handicapped children and youth is recommended: An individual who is severely visual handi- capped is totally blind, or so severely visually impaired after correction, that in order to read he must use braille, recordings or sighted readers. A moderately visually handicapped individual is one who is still visually im- paired after correction, but has enough functional vision to allow him to rea the printed word, with some adaptations. (Examples of these adaptations are special lenses. enlargement of print, use of magnifiers, and special lighting.) The Service Center for the Visually Handicapped (SCVH) A comparison between the cultural and economic differences between Puerto Rico and the United States indicates that unique and indigenous programs of professional preparation and of direct educational services are necessary to serve the visually handicapped population of Puerto Rico. 44 38 After a careful study of available educational systems in the United States and the existing services on the Island, the establishment of an educational facility which will meet this group needs is recommended. This will consist of several units with materials and professional resources to provide direct services to visually handicapped students at the local school level. The students will attend regular classes, but will receive special ser- vices at or through the center. One special teacher will be in charge of each local unit and will be available to students, teachers, and parents during school hours. Another special teacher will operate on an itinerant basis carrying on diagnostic, teaching and simple research functions. These special teachers will offer some counseling and diagnostic services to the visually handicapped children, their teachers and their parents in rural areas and neighborhood schools. The SCVH staff will be assisted by project interns and personnel from the MPR component. The local units of EPVH will be established on the basis of community and/or regional needs. Basic services that the center will provide are: functional visual assessment, orientation of parents, teachers, the community in general, individual coun- seling and instruction, educational diagnosis and prescription, and special- ized educational services. Materials Production and Research Center (MPRC) Due to the precarious budget problems encountered by government agencies at this time, especially in the field of public education, instructional materiais are required to be cf low cost. Rescarch projects are mivimal in the developnuent of instructional materials for the low \ 4d 39 and the partially seeing children with functional visual impairment This component of the EPVH has been designed to provide opportunities for the development of instructional matcrials, curricular adaptations and research. It will also serve as a training scuend for project interos and supervisory personnel. The MPR Center will be the main connection link bet- ween the other two components, from which it will get permanent feedback. The center will seek to be a setting for intensive laboratory experiences for all project interns, students and EPVH staff. It will survey instructional materials an equipment available in the market for the visually handicapped in Puerto Rico. The adaptation of such materials and equipment to the edu- cational needs of the educational settings will be stressed. In addition, it will develop, evaluate, and distribute instructional mate- rials and low vision aids to all direct educational services components for the visually handicapped and the residential school for the blind in Puerto Rico. Spanish Braille materials will be produced for the severe visually handicapped population. It is expected that this center will become a resource of Spanish Braille textbooks and materials for areas of high concentration of Spanish speaking minority groups throughout the U.S. mainland such as, Miami, Florida, New York City, Pennsylvania, New Jersey, Chicago, Illinois, Southern California and Texas. In conjuction with the State Department of Education the MPR Center will produce braille books, workbooks, optical and non-optical aids to serve the visually handicapped in Puerto Rico. Manpower Training Program (MTP) This unit of the EPVH concept has advanced significantly and will be 40 evaluated as part of the total Special Education Program at the College of Education, University of Puerto Kkico. The course content sequences and pre- practicum and practicum experiences have been the result of two-and-a-half years of constant and continued eva'uation. The input presented here reflects the educational needs of the visually handicapped in Puerto Rico and the necessary competencies which special teachers ought to have, Duration of Training for the MTP The College of Education has developed a program in Special Education leading to a B.A. degree as part of their general Teacher Preparation Program, (pending University of Puerto Rico Academic Senate official approval). Students will major in Special Education with emphasis in areas of mental retar-- dation, behavioral disorders or visual disabilities. Our prototype is flexible enough to be incorporated into this program. \ “hin it we are proposing a two year, or four semester, preparation sequence for the area of the visually handicapped. During this training period, students are expected to take 12 credit hours plus structured observation, pre-practicum laboratory and tutor- ial experiences. Six credit hours of formal practicum in one or both of the educational settings will’ complete the required training sequence. In addition, the students are directed to take three to six elective credit hours in areas of special interest such as: Home Economics, Physical Education, Industrial Arts, etc. The MIP will make a special priority group of the in-service personnel now working with the visually handicapped at the Institute for the Blind and/or other agencies serving the blind. To serve the pressing need for retraining of such personnel, summer and Saturday sections will be offered to cover the two year training sequence. Practicum arrangements will be made according to individual nceds and previous teaching experience, involved in this in-service trainin The following organizational chart for EPVH shows the basic arrangeinen of the program: Program Director : ! Assistant Program Director “ ~ . ‘ Consultants ‘ Clerical Services ! Direct Services is Manpower Training \. natertats Production Program and Research Center (Local special (Program directors (Program Coordinator) teachers) . and instructors) MIP Curricular Offering Candidates for admission to this program should meet the general admission requirements to the University of Puerto Rico and have a 2.0 average as re- quired by the College of Education, for interships. In addition the candidate is required to be in his junior or senior year. Faculty approval on th basis of an interview completes the necessary requirements for admission to the program, In-service teachers are required to meet the University of Puerto Rico's general admission requirements. If not classified as active students they must apply for readmission to the University. Recommendation by the Supervisor of the Board of Education or other agency is advisable. In addition, faculty approval «..11 be necessary after the applicant is interviewed, Course sejuence The following courses have been designed by the project staff, intern students, and consultants after two years of testing and evaluating to see that their content and procedural techniques are in accordance with the need components. By the academic year 1973-1974 students interested in becoming specialists in the area of the visually handicapped had to take the required courses for teachers in special education, These courses will emphasize an introduction to all exceptional children, tests and measurements for such children, and the social environment in which they live. It is expected that all students seeking a B.A. in Special Education select an area of emphasis. Required courses (1) Introductory Course on the Nature and Needs of the Visually Handicapped Education 353 3 credit hours This course gives an introduction to the psychological, educational, and sociological problems of the Puerto Rican visually handicapped as related to the cultural heritage and national ethos. The nature and needs of the visually impaired will be stressed through practical "structured observations" of these children in the available educational setting. Other highlights of the course include visits to diagnostic and instructional materials centers and introduction to the techniques (formal and informal) used in the detection of visual impairment. 43 Curriculum in the Education of the Visually Handicapped (Education 354) 3 credit hours The course deals with the fundamental principles of the methodology of teaching the visually handicapped, and techniques in the adaptation of current curriculum materials to the needs of the visually handicapped in the Puerto Rican socio-economic and cultural settings. Curriculum areas of instruction, as well as specific orientation and mobility skills adapted be the specific geographic conditions of Puerto Rico, early childhood, industrial arts and vocational education for the visually handicapped will also be stressed. Students will have an early exposure to the visually handicapped through pre-practicum experiences such as tutorial situations, and short interships at the Instructional Materials Center. Survey of commercial materials and adaptation and design of didactic aids to meet the educational needs of the visually handicapped Puerto Rican children will also be part of this course. Communication Skills for the Visually Handicapped (Education 388) 3 credit hours This course will stress the mastery of Spanish Braille and techniques utilized in reading and writing the Braille system. Educational aids for the partially seeing will be introduced and evaluated by students in the course. Extensive laboratory sessions will be conducted to apply the Braille skills in transcribing instructional materials not available for the visually handicapped children in Puerto Rico. Educational Implications of Sensory Dis func 3 credit hours The course consists of a sensorium approach to general medical informa- tion inferences, and case study analysis which will offer a practical presentation of clinical conditions, causes and diseasses of sensory impairment. and the educational implications of such disorders, in the learning process of children and youth. The traditional anatomy of the eye cowrse has been replaced by a broader approach stressing visual and other sensory perceptual problems and utilizing ophthalmologists, neurologists, hearing and speech specialists, speech therapists and other professionals who may present their respective disciplines to the special and, or regular teacher interested in the educational implications of sensory disfunctions. U.P.R. Medical School clinical facilities will be used for observation and laboratory experiences, Pre-Practicum Experiences-Interns Work (Education 241) 2 credit hours This course was planned to provide pre-practicum experiences prior to formal practicum. The interns are engaged in "directed observations" at selected educational, rehabilitation and clinical settings. In addition, the inteins work as teacher aides, perform tutorial tasks with the visually handicapped children, and are involved in research and instructional materials production through the MPR Center of the EPVH. Practicum (Education 231) 5 credit hours Flective Courses: (1) Mobility and Oriestsation (Education 397) 3 credit hours LAS The course deals with psychological aspects, skills and techniques in orientation and mobility of the severely visually impaired. Cane travel techniques suited to the geographical problems involved in the orientation and mobility of the visually handicapped in the Puerto Rican setting (identified as needs by the project) will be taught. It is expected that this course will evolve into.a detailed study of gross motor development and the problems of sensory disorders in the child's orientation to his environment. Communication Skills for the Visually Handicapped, Part II (to be assigned) 3 credit hours This covrse will supply necessary experiences to develop communication skills in mathcmatics, by means of mastery of the abacus. It will also offer laboratory experiences through the Instructional Materials Center for the Visually Handicapped in adaptation and design of materials, as well as use and operation of recording and reproduction equipment. Techniques of Home Economics in Special Education (Home Ec. 335) 3 credit hours This course was planned to provide special education teachers with the opportunity to gain insight into the problems encountered by the excep- tional in homemaking and related areas and to obtain some experience in the techniques for teachine their perils, It is expected that at the end of the course the s.udents will be able to guide their pupils in the development of da.ly living skills related to the following home economics areas: 46 Home menagement Foods Nutrition Clothine Textiles Housing and home furnishing Human development and family relationships Special emphasis will be given to the teaching of visually handicapped pupils in the Puerto Rican cultural and socio-economic setting. PRACTICUM aR LOR YEA SE SENLOR YEAR lst Semester 2nd Semester 3rd Semester 4th Semester Structured Work as teacher Observation aid PRACTICUM Ed, 241 Ed. 353 , Tutorial Work Ed. 388 Ed. 241 Formal Elective Course Teaching Home Ec. 335 (Ed, 231) Ed. 397 COURSE WORK Ed. 377 All required courses of the program provide laboratory experiences including visits to agencies serving the handicapped. The scudenrs will start pre-practicum and laboratory experiences at the first semester of the junior year. These will consist of direct observation of sighted children in regular classrooms, handicapped children in different settings and structured ohser- vations at the Institute for the Blind and/or at the Service Center for the Visually Handicapped. A structured observation form will be utitized to o3 a7 record observations. This fora will be used to register the observations made by the intern students ducing, their visits, which will be preceded by an orientation on the specific situations or strategies to be observed. Each observation is related to a teacher competency that is going to be fully developed through the total training system. Laboratory experience sequence The total laboratory sequence, which lasts four semesters, is initiated by systematic structured observations. : Students are instructed to observe specific settings, situations, teacher strategies and behaviors. First, sighted children are observed in regular classrooms. Then experiences are provided with children with physical and mental handicaps in the available educational settings. Guided experiences are provided at the MPR Center in identification, operation, adaptation, and evaluation of instructional materials. Work as teacher aids is also prescribed as part of the guided laboratory training sequence. Opportunities are also provided for analysis and preparation of the child's observation record. Tutorial work culminates this training sequence and gradually leads the student to a more formal practicum situation. The culmination of the practicum occurs in the real classroom environment. Here the student-teacher applies teaching seengiedes., and strategies under the guidance of the college super- visor and the cooperating teacher. Practicum is given in classrooms with exceptional children during the first semester of the senior year. During the second semester, the student is evaluated on the basis of acquired competencies in teaching the visually handicapped (see Appendix G-I) for basic teacher o4 . -tling with the practicum, and ways to cope 48 ipetencies utilized in the evaluation). Students will attend a three ic seminar every two weeks to discuss, wiil the practicum supervisor, problems with them in an effective and ‘actical manner. 49 EYALUATION Prior to the initiation of the first phase of ovr Teacher Training Program tor the Visually Handicapped at the University of Puerto Rico, there was no college level program in the field of the visually handicapped in Puerto Rico, During the academic year 1970-71, two senior level courses were offered through our project. This was exploratory work. Four sections of these two courses, combined to provide opportunity for a total of 95 students during the academic year. During the second year (Academic year 1971-1972) the formal prototype planning began, and four additional courses were added to the previous two. A total of 235 students were registered in the ten sections opened for the six combined courses. During the first semester of the current academic year there are 126 students in the program. The grand total of 683 students provided by bee project during the three and a half years of wperation have involved 170 students, Among them, approximately 80 are now engaged in some type of work within the field of Special Education; 28 of them specifically in the area of the visually handicapped. Among the students that have attended one or work at the courses offered, there have been a significant proportion of in-service teachers. The Department of Public Instruction of Puerto Rico, and the State Department of Social Services have offered scholarships to some interested teachers in order to facilitate their earliest training. Another very important achievement of the project has been the survey of a sample of the public school population to estimate the incidence of blind and partially sighted students. This project has been completed for Puerto Rico (see Appendix A). The preliminary estimates of visually impairment oO 50 for Puerto Rico obtained from that survey, provide approximate figures that can be used as a basis for personnel training projections. A total estimate of 6,300 visually impaired was obtained from the survey; amoung them an estimated 900 severely visually impaired children. In addition, a preliminary study of the needs of the visually handicapped population has served as a guide for curriculum modification in the teacher training program. All the achievements mentioned in the earlier section are of a short range nature. Another type of information that can be obtained on a short range basis is the competency level, by content area, among the participants. That information was not obtained directly. The professors’ evaluation of the students' course-work was taken as basic evidence of the level of competency. A checklist of competencies was administered to students upon entering the training system. At the conclusion of each level of competency training sequence, a nabt~tent was administered. Individual course evaluations stressed mastery of competencies by using instruments which indicate whether or not a particular competency has been initiated, is in progress or has been mastered, The effectiveness of the training program will be determined as part of the on-the-job phase of the evaluation plan. Check-lists of competencies will be distributed to regional supervisors and other employers for verification and feedback. One particularly important aspect that requires direct checks as part of the short range evaluation of the EPVH will be the level of inte- gration, interrelation and feedback between its three components. Future evaluations will include (in addition to the basic short-range data pertinent to each program component) direct information from the grad- uates concerning the usefulness of the different components of their training program. For that phase of evaluatton, the graduates will be interviewed with the use of a questionnaire specifically designed for that purpose, while attending a short workshop to be conducted early in the Spring. A similar intervicw will be conducted with the graduates’ supervisory personnel. The interview will include a section for the participants to rank, in order of practical importance, the different courses, special activities and specific areas of course content and methodology. It will also include a section for them to express which areas or aspects, baséd on their work ex- perience} should be given special consideration in the program. Some instruments to be produced as a result of the workshop will be used for further evaluation through the mail as a regular feedback for improvement of the program. (See Appendix G-II for completed evaluation check-list). All the information to be collected from the graduates and their super- visors will be weighted on the basis of each participant's specific work area, to determine the final importance that should be given to each aspect in the future development of the program. The Project Impact The Special Project for the Preparation of Personnel in the area of the Visually Handicapped has already been evaluated on the strength of its general impact o" the College of Education. During academic year 1973-74 the EPVH offered orientation through its interns to approximately 365 regular College of Education student-teachers. This oriertation was given during practicum seminars by our trainees and has stimulated course content revision especially in the area of diagnostic procedures. A significant achievement of the special project can be seen in the integration of tiic prototype model intc e Special Educatio the College of Education during academic year 1974-75. The components derived from our project namely Manpower Trainiag Unit, Materials Production and Research Unit, and Direct Education Services Com- ponent are now the basic fundamental elements of the Special Education Program at the College of Education, University of Puerto Rico. For project interns accountability see Appendix H, PART IV SUMMARY AND RECOMMENDATIONS The special Project has attempted to determine the feasibility of establishing educational services for the visually handicapped in Puerto Rico, that would be suited to the cultural and socio-economic milieu. It was assumed that programs must be developed not transplanted if they were to meet the local needs. Pertinent literature in the field of blindness and vision problems, educational settings and cultural factors in the Puerto Rican society were surveyed. Significant factors related to language tradition, religion, geography, and politics were examined to determine how these might influence the education of the visually handicapped in the social group studied, Demographic data were examined and a study of visual problems in the public school population was made. An inventory phase was conducted in which medical, school health, rehabilitation and demographic data was compiled. An estimate of 7,000 legally blind individuals was obtained from this data. Ap- proximately 23,000 school age children were identified as having some vision problems and in need of referral to ophthalmologists, However, in order to ob- tain a more scientific picture of the extent of vision problems throughout the school age population in Puerto Rico, a research phase was conducted. A 'representative sample of 3,000 public school students in grades 1 through 12 was selected. The Snellen illiterate E. test was administered considering the functional vision of the student at the time of screening. An estimated 6,300 school age children were projected for the public school population as having visual problems from 20/70 or less. 60 [In general, data showed that the incidence of severe visually handi- cappiny, conditions is higher in Puerto Rico than in the United States. It was aiso disclosed that there is a potentially hizh population of severcly . 7 visually impaired children probably needing special educational services as evidenced by the school health data gathered and the results of the study \ in vision problems among the public sdeed population. In addition, project findings disclosed that predominantly negative attitudes were expressed through the attitudes surveys that were conducted. The necessity of eliciting more positiveness and the visually handicapped by means of a public information campaign reaching not only the leaders and influencial Puerto Ricans, but also the general public was evidenced, Eeinties edacational. rehabilitation, and volunteer agencies were surveyed to determine the availability of facilities which provide services to the visually handicapped in Puerto Rico. - It was determined that the existing faci- lities are minimal and lack sufficient personnel, trained according to the latest principles and methods in Special Education. In order to fill the void in educational services for the visually handi- capped in Puerto Rico, and to meet the educational needs identified for this population a prototype Educational Program for the Visually Handicapped (EPVH) was proposed. The EPVH recommended in this study will provide direct services to visually handicapped children through educational service centers. The program will contain a Manpower Training Program (MTP) which will provide the necessary personnel to meet the needs of the visually handicapped. It will also contain a Materials Production and Research Center (MPRC) which will be a resource for producing instructional and diagnostic materials and initiate preliminary explorations into objective research related to the education of 61 ; the visually handicapped in Puerto Rico. One of the most significant achicvements of the Special Project can be seen in the integration of the Teacher Preparation Program for the Visually Handicapped into the general Special Education Program at the College of Education. ‘The new Special Education Program is based on the model tested during the prototype phase of the Special Project. PART VY — VIRGIN ISLANDS PHASE The following is a summary of the highlights dealing with the Virgin Islands phase of the Special Project for the Teacher Preparation Program in Puerto Rico and the Virgin Islands. The main objective of this part of the Project was achieved - Namely Stimulation and Encouragement of State Education Officials to develop training program and educational services for the Visually hand tcusnid in St. Thomas, St. John, and St. Croix. Over a number of years there has been concern expressed about children in the Virgin Islands who might have visual impairments severe enough to interfere with schooling. The Health Department of the Virgin Islands had on file a number of cases indicating visual problems, and occasional surveys from the Federal Government seemed to indicate that there might be an even higher incidence than previously suspected. Until 1972, there did not exist an organized program combining the best modern techniques for identifying these children or the variety of fully professional services needed to provide education for them. A Study conducted by the Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islands during 1972-73 revealed the prevalence of considerable visual impairment among the public school population 62 56 in the United States Virgin Islands. The sample consisted of 326 subjects from grades K through 12 ‘(see Table 1). ‘The Snellen F. chart test was administered by trained examiners to groups selected by random sampling according to grades. [Each subject was examined for visual acuity in both eyes, right eye and left eye. The examiners competency in administrating the Snellen E test was validated by Dr. Charles Lee (Chairman of the Medical Advisory Committee of the Puerto Rico Chapter, National Society for the Prevention of Blindness), Professor of Ophthalmology at the School of Medicine, University of Puerto Rico. Of the 326 subjects 1.21 percent had visual acuity of 20/100 or less. If this percentage is applied to the enrollment at the elementary level (13,509), an estimate of 167 subjects with severe visual impairment will be obtained. The findings for intermediate and high school levels were not utilized, because of sample contamination. On the basis of these data, only assumptions could be made for the total population, since more research would be necessary for the upper grade level. After some adjustments a rough estimate was made of the total visually impared school age population from the Virgin Islands from grades K through 12. Based on these adjustments, it may be assumed that from an estimate of 260 subjects a projection may be to indicate considerable prevalence of visual impairment in the school age population for the Virgin Islands. Background to the Study: Aware of the needs of the school age population and the lack of available services in the Virgin Islands, the College of Education, University of 63 57 Puerto Rico, decided to establish pioneer services in this area. the University of Puerto Rico provides bilingual instruction, it was : qualified to deal with the varied ethnic and language groups in the area. In 1967 the Department of Education, U.S. Virgin Islands contracted the services of Prof. Robert A. Bowers from Teachers College, Columbia University to conduct a rough survey of the visually handicapped school age population, in the Virgin Islands. As a result of Dr. Bowers report, one of his doctoral students submitted a proposal for the development of a pilot project to provide services for. the visually handicapped in Puerte Rico and the Virgin Islands. The proposal was submitted in November 1969 to the United States Office of Education, Bureau of the Handicapped. In June 1970 the Special Project was funded to start a Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islands at the College of Education, University of Puerto Rico. Miss Josephine Taylor, Project Officer in the Bureau for the Education of the Handicapped, United States Office of Education, was greatly supportive throughout the project and contributed valuable practical suggestions for developing services for visually handicapped children and youth in the region. The Puerto Rico phase of the project hegan in July 1970 while the Virgin Islands phase started a month later. During the planning phase of the project in the Virgin Islands the staff conducted an inventory to determine the prevalence of visually handi- capped in St. Thomas, St. John, and St. Croix. School and health records, provided by the Department of Health, Education and Social Services of the Virgin Islands were utilized as sources of information for its inventory. The results of this inventory show that there were 67 children with visual handicaps severe enough tv need special educatiouw services, In hildren were identificd as having visual problems which require: During the first year of the project semirars were conduct St. Thomas and St. Croix. These seminars provided a “readiness” period through orientation on the education of the visually handicapped. Supervisors, principals, teachers and other personnel from.the Department of Education, Health and Social Services participated in these seminars. Coverage by local news media aided greatly in the public education regarding the project. After determining the existance of a considerably large number of visually impaired and the potentially large number of visually handicapped in the population, a training program was designed for the Virgin Islards personnel. During the summer 1972 an intensive two-week workshor was conducted under the direction of Dr. Robert Bowers and Mrs, Lisa Stokes from Teachers College, Columbia University, New York. Five students were selected for this initial training sequence representing St. Thomas and St. Croix. During the summer 1973 the Special Project and the Division of Special Education, Department of Education Virgin Islands continued these workshop programs. The number of participants was increased to 10 including a teacher from St. John. During the past summer session the workshop lasted for one month and the trainees were given theoretical and practical instruction in areas such as methodology, orientation and mobility, daily living skills and communication skills (Braille- Grade II). Prof. Eladia R. de Hern4ndez headed of the staff of three professors from the College of Education, University of Puerto Rico. During 1973-74 the Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islands, will conduct a follow up study to determine the trainees’ role in the Virgin Islands education system. It will also continue offering special training sessions either through the Division of Special Education under the direction of Mr. Robert Rogers, Pepartment of Education at the Virgin Islands or at the project setting at the University of Puerto Rico. It is expected that a subsequent study of visual problems with the ‘tien population in the Virgin Islands will be conducted as a sub-sample of the initial study. The project will still have to design appropriate educational settings to meet specific cultural, geographic and educational needs of the area. The Puerto Rico phase of the project will continue to serve as a resource to the Virgin Islands through its staff and facilities. The special education services will provide much needed assistance to the visually handi- capped population in the United States Virgin Islands. TABLE i Subjects in the’ sample, by visual acuity level Virgin Islands Visual acuity Both eyes Right eye Left Eye level 20/20 20/30 20/40 20/50 20/70 20/100 20/200 Total Appendix A Teacher Preparation Program for the Visually Handicapped in Puerto Rico and Virgin Islands University of Puerto Rico Collerse of Education Rfo Piedras Campus . Rio Piedras, Puerto Rico VISUAL IMPAIRMENT AMONG PUERTO RICAN PUBLIC SCHOOLS , (REVISED) By ‘ José R. Santana, Ed.D, Director Eladia R. de Hernandez, M.A, : Assistant Project Director José L. Soto Padfn, Ph.D. Research Consultant 1973 67 VISUAL [MPAIRMENT AMONG PUERTO RICAN PUBLIC SCHOOLS Introduction Programs to provide educational services to blind and visually impaired children have been traditionally based on the individual efforts of dedicated citizens who have been inspired by religious or humanistic reasons. In affluent societies funds are more readily available to provide educational service for low-incidence groups, such as the blind and the visually handicapped. tiowever, in developing regions such as Puerto Rico and the Virgin Islands, the situation is much more complex, since priorities are set based on austerity policies. Thus, establishment of any new program for serving low- incidence groups will require more than convincing arguments based on objective data and outside technical and financial assistance. The political situation of Puerto Rico and the Virgin Islands make them eligible to receive United States federal assistance for a variety of programs in Health, Education , and Welfare, including programs offering services to handicapped children and youth. Based on this eligibility, a proposal was submitted to the United States Office of Educa- tion in 1969 to investigate the possibility of developing services for the visually handi- capped in Puerto Rico and the Virgin Islands. In 1970 the Special Project Division, Bureau of the Handicapped, United States Office of Education, began s»onsoring this Special Project. The main objective of the initial phase of the Project was to determine the feasibility of establishing a Teacher Preparation Program for the Visually Handicapped in Puerto Rico and the Virgin Islands. The first phase of the Project (planning phase) culminated in the identification of a visually handicapped population to be served in the region, It was also concluded that the complexity of the problems encowitered necessitate more refined research to produce objective data on which service programs would be based. This study was implemented during the second year of the Project to provide such deta and to stimulate interest and obtain support from private, government and com- munity leaders, as well as from the public in general. The Project has continued its development after this study was conducted. Specific educational needs have been identified and a special curriculum has been designed to meet those specific needs. Teachers are being trained in Puerto Rico and the Virgin Islands to serve special group needs in their local communities. A new prototype is being tested during this academic year, which consists of three components, namely, a) man-power training, b) materials, production and research, and c) direct educational services, : The facts presented here are just seeds for future research, not only in the field of the visually handicapped, but also in other handicapped areas, such as mental retarda- tion, deafness, and emotional disturbance. For the purpose of this paper, only the Puerto Rico of the research will be presented. A separate report has been prepared for the Virgin Islands and will be published at a later date. 63 62 Our special appreciation eoes to Miss Josephine Taylor, Project Officer, United States Office of Education, Washington, D.C., for her valuable support and advice. It also goes for the many governme:t officials and private citizens who have assisted us throughout the many hours of trials and tribulations for the worthy cause of serving the visually handicapped children i: ?uerto Rico and the Virgin Islands. 69 problem at issue is a lack of adequately trained personnel and insufficient facilities to meet the educaticuai needs of blind and visually impaired and youth, The visually impaired children, those vith much usable vision, are basically untouched in respect to special educational provisicas for their unique needs. Instructional materials, vision Screening equipment, meilicds and techniques, and instructional aids for the low vision child are non-existent, and when available are inadequately utilized by the hard working but untrained personnel serving this exceptional school age population. Estimates of the visually handicapped population have been traditionally based on the application of United States mainland percentage figures to the Puerto Rican popula- tion. The Special Project at the College of Education, University of Puerto Rico, set out to obtain more accurate estimates of our visually handicapped population among cur public school children. During the first year of the project, research material a.d health and school records were examined to determine whether or not there was a visually handicapped population to be served. From information compiled by Carlos Albizu for the Department of Social Services, Commonwealth of Puerto Rico, an estimate of 6,644 legally blind persons in Puerto Rico had been obtained. From health and school records, as well as personal interviews, it was concluded that the chances of a significant number of students in the school population to be wundetected-visually-handicapped subjects, were very high, The project staff proposed a further refinemerit of the data collected from health and school records during the first year of the project. During the academic year 1971-72 a survey was conducted to estimate the visually handicapped population in public schools in Puerto Rico and the Virgin Islands. Visual acuity tests were done on a sample of the school age population. Medical records were also examined, The research consultant, the project director and the project coordinator were responsible for this phase of the general project, which extended from September 1971 to April 1972. As part of a pre- project readiness activity, the research consultant and the project director partici- pated in a seminar on the Strategy of Evaluation Design held from August 8-15 at Park City, Utah. The project desizn and evaluation plan were improved as a result of that experience. After a series of staff meetings, the final implementation of the study was outlined and went on as scheduled. Sample The representative sample to estimate the prevalence of visually handicapped children in Puerto Rico was selected as follow: The island of Puerto Rico with a school age population (K-12) of 687,877 students attending day classes, was divided into five geographical regions: Northern, Southern, Eastern, Western, and Central. A group of three town was selected form each region. Selection was made ir the basis of town Size and pupil enrollment. A large town was defined as having 15,000 or more students, a medium size town was defined as one with an enrollment De'ween 10,000 and 14,999 students and a small town as one withless than 10,000 students. This phase of the project was completed during the months of August and September, 197i. Tables 3 and 4 show Some basic statistics on the sample. 70 64 Table 3 Schodi cistrict® in Puerto fico selected on the hasis of size, and number ot groups sampled by geographica’ resion and zone, Geographical Sample region Size Town (groups) Urban Rural Northern 19, 167 Carolina 11 10 1 13, 201 Toa Baja 6 3 3 5, 454 Barceloneta 3 1 2 Southern 39, 642 Ponce 21 17 4 10, 207 Juan Diaz 5 2 3 3,655 Gud4nica 2 2 ~ Western 18, 762 Mayaguez 11 7 4 10, 882 Aguadilla 4 2 2 7,897 Isabela 4 2 2 Eastern** 10, 145 Yabucoa +) 2 3 6, 146 Fajardo 3 3 - 4,490 Naguabo 3 2 1 2,231 Vieques 2 1 1 Central 26, 495 Caguas 13 9 “ 10, 281 Utuado 5 4 1 7,293 Barranquitas 4 2 2 *In this sample each schooldistrict correspond to a town. **In this region there was only one medium size town and no large one. For this reascn three small towns were selected. (Bt Special groups Tctal 65 Subjects in the sample for Puerto Rico by grade and sex Male Female 29 35 139 129 90 93 121 109 153 92 87 68 150 125 215 221 145 141 121 142 83 84 101 97 19 57 ais Cee 1495 1409 72 Total 64 268 183 230 245 155 275 436 286 263 167 198 76 38 2904 66 Training of field personnel The examiners receive one week of ti tining in the administration of visual acuity sereening tests and the use of other material utilized in the seciection of the sarmpic. {hey were trained in the administration of the Snellen test. Illiterate & chart was utilized, using a light meter to measure illumination, measuring tape to measure distance from chart, and ocluders to cover eye not examined, all as prescribed by the National Society for the Prevention of Blindness,'* Once the training was completed, the examiners had a two day practice period in a public school setting, supervised by the project coordinator, to evaluate their per- formance as to accuracy and effectiveness in accordance to the pre-practice training instructions. While the examiners were getting their training, arrangements were made with the Department of Education to authorize the use of the public schools for the examination of the students. Local arrangements were made with school superintendents and school directors, health officials, and teachers to explain objectives and procedures of the research study. When the examiners were considered ready to work on their own, a schedule of visits was prepared. Examiners visited the different schools, administered the visual acuity tests und collected the data for the sample. Examiners worked all the time in teams of at least two persons. The following information was collected from each student: name, school district, grade, age, sex, father's occupation and highest level of schooling, mother's occupation and highest level of schooling, zone (rural, urban), and visual acuity in both eyes, tested separately and together. ** Statistical analysis All field data collected were edited by the Assistant to the Project Director and coded for the use of electronic computer facilities, After that, some unpredicted cir- cumstances related to the movement of the University Computation Center delayed the statistical work. As a result, these computations had to be done mostly by hand. FINDINGS Sex of the subjects in the sample For the sample the subjects were almost evenly divided according to sex, As can be seen on Table 4, 1495 out of the total of 2904 subjects in the sample were males, That is only slightly higher than the number of females (1409). *National Society for the Prevention of Blindness, "'A Guide for Eye Inspection and Testing Visual Acuity of School Age Children, A Screening Process" **Children wearing glasses were tested with and without them. Functional vision for each children wearing glasses was recorded. 73 Academic level of the father In order to have an idea on the economic status of the families represented in the Sample, some information concerning the academic level and the type of occupation of the parents was obtained.* The number of school years completed by the fath-+s of the subjects in the sample are shown on Table 5. As can be seen from that distribution, approximaiely one third of the subjects from Puerto Rico did not provide information on the number of school years completed by the father. Table 5 Subjects in the sample by number of school years completed by the father = School years completed by the father Number of subject 0 1 2 3 4 5 6 7 8 S poh peek peek N = © — i pe Ol & *Information is reported here only for the father due to the fact that a large proportion of the students did not inform on these matters, which limits the usefulness of the data, 74 Even though there is no objective evidence to establish a particular group in terins of father's schooling, the students who did not provide information or stated that they did not know their father's school level may constitute a particular group in fsture research, The chance that a student would provide information of this nature are ap- parently less when his father's school level is low. . From among the students who provided information, approximately one sixth of the fathers tay be classified as functional illiterates since they have not completed four years of school.* For the total distribution reporting, the median for the number of school years completed is approximately eight years. One third of the subjects in- dicated that their fathers had completed twelve or more years of school. Occupation of the father Table 6 shows the basic data on the type of occupation of the fathers. Out of the total of 2904 subjects, 275 did not provide information, and 42 subjects stated that their fathers were dead, leaving a balance of 2593. From this total, approximately one sixth of the fathers were unemployed. Although no information was obtained from this group on the type of work their father used to do when employed it is likely that they belong mainly in the lower level groups, i.e., skilled, and especially, unskilled workers. The employed group (2167 fathers) consisted mostly of skilled workers (approxi- mately fifty percent of that group) and unskilled workers (one third). That left approxi- mately one sixth of the fathers in the professional and blue collar categories. Table 6 Subjects in the sample by occupation of father Occupation Number of fathers Professional 106 Blue collar 282 Skilled worker 1053 Unskilled worker 726 Unemployed 420 Deceased father 42 Unknown 275 Total 2904 *Based on the official definition for literacy used by the UNESCO. Within this group there are 70 natural illiterates; i.e., persons with no schooling at all. Visual acuity the subjects Visual acuity, based on the results of the Snellen screening test, was measured on each eye separately and on both eyes sSinudtaneously with and without glasses. As can be seen from the distribution, the subjects, in general, tended to show some improvement in their visual acuity, when examined for both eyes simultaneously, as compared to their visual acuity for any one eye. The general pattern of the distributions (Table 7) show a definite consistency in the results obtained, The frequency of cases decreases as the level of impairment increases. The consistency of this pattern is important, since the lower ends of the distributions, which include very small proportions of cases, are to be used as the basis for estimates concerning the total school population in order to determine real needs in a teacher preparation program for the visually handicapped. THE ESTIMATES Preliminary explorations Since the immediate goal in this project was to obtain estimates of the visually handicapped population within the school population, the details on the specific procedures followed in obtaining the estimates were left to be presented here instead of including them with the general procedures in the first part of the report. Presenting the details at this moment will, it is hoped, clarify the exposition. Before getting to the estimates, some details on the findings will be presented. When a relatively small sample is used to base inferences about a very large popula- tion, it is important that the basic information be correct in its details. The sample for this project was selected with specific concern for the pertinent variables. The testing, and the processing of the data were carefully done in order to assure cor- rectness. Nevertheless, some checks for consistency of the final results were also made. The distributions of subjects by level of visual acuity were carefully examined. These distributions are presented in Table 7. The data show a clear regular pattern. In each one of the distributions the number of subjects decreases consistently as the level of visual acuity goes down. Table 7 Subjects in the sample, by visual acuiiy level* Visual acuity Both eyes Right eye Left eye level 20/20 20/30 20/40 20/50 20/70 20/100 20/200 Blind Total 2904 2904 “The student is referred to a doctor for possible correction at any point where he fails screening or where behavior indicates that referral might be appropriate. Alter correction, if the child sees no better than 20/70 in the better eye after the best possibl: correction, he may be considered as visually handicapped. For the purpose of this study student were screened with glasses, This showed their functional vision at the time of the random sampling. To reduce chance variations for the both-eye distributions, hand adjusted curves were produced, From tne hand adjusted curve, new values were read, which reduced the chance variations (see Graph 1). In adjusting the curve, the accumulated values for the visually handicapped (20/70 to totally blind) were kept constant. Also the pooled i for 20/40 and 20/50 was kept, as well as the individual values for 20/30 and 20/20. ttemtiiiny pent ' + tt ttf tit. GS GU Seed BERETS ++-~ ‘am aiaieanen it it ete sh roped SeSEy ERED i ; } nuh Ge faa YAS ERB a Soe mV th ely pv Sees Se SEe OF Se erttebttpetlittett tt i: tape a js ad just “4 oh Owe ee hh - irra reres towes SabGS DES Ee to map} tte ons Nahe a Bi mete ue ae . i 4 i } He ppe ptt hs aS eeee eR oh latet cones cate cae bedhead ty. f | Pe SA a | ‘for bpth “4 j { Tel ce tunt and | nes TSere CORSE SEE ew Mavens Uae av } a dnde oy pp ae 9 ri ‘ +14.4- r + ttf } +4 vs Ge ANS OE ! oo ee 8 iS SE oid sual ‘uartco 7% 3 "to facke by Wil e fo i rae saungt breteded gg tg do .heehe ihemanememn ee Basic rates The provoortion of legally biirnc subject, is usually uite small, Out of ti tively small sample in this study, only a small number of such cases could be exuecied, Such a small number of subjects had to be used later for the expansions into th» ‘cial regular school population. In order to reduce the chances of gross errors in th: evpan- Sions, some checks were made before expanding the data. Even though individual grades were subsampled for this study, for the sake of representativeness, the incidence of visual impairment by individual grade would have been too small to be a sound basis for any estimates. In the estimates of the legally blind population, clusters of three grades each were used instead of using individual grades, The estimated number of visually .impaired for both eyes,* by grade cluster in Puerto Rico was as follows: Cases identified (both eyes) Grade cluster Subjects in Numer Percent sample Ist to 3rd 681 . 5874 4 to 6 675 1. 1852 7 to 9 985 . 8128 10 to 12 441 1, 3378 Total 2,782 26** These ratios were used as the first reference for the estimates, _ As can be seen, the ratio of the visually handicapped to the corresponding school polpulation by grade clusters, shows an increasing trend that is interrupted at the junior high level (grades 7-9). That shift in trend might be a random variation of the sample, since the incidence of cases is relatively small in all levels. To help clarify the trend, a check was done in the distribution for the rest of the sample. The follow- ing was the distribution for the rest of the sample, Level of visual acuity Grade cluster 20/20 20/30 20/40 20/50 Total 1-3 41 3 --- 681 4-6 39 17 8 675 7-9 ¢ 28 15 8 985 10-12 32 6 1 441 Total 7 170 . 41 i7 2,782 *The estimates presented here indicate prevalence of visual impairment frora 20/70 or less in both eyes with correction. **Cases for the grades 1 through 12 only. If the normal coses (20/20) are left ide, the accuraulate: cases for the other levels show a patr “ny grade cluster, soirewhat different to that shown by the visially handicapped (see Table §$), Also if only the 20/40 and 20/50 levels are considered, the percentages vary. With such evidence, the pattern shown fer the distribution of the visually hancicapped should be used with great caution. Therefore, the expansions of the data for the visually handicapped (20/70 - blind) froin the sample to the school population, will be made by grade cluster, using the specific percentages obtained for the group, but as other data become available, the necessary adjustments will be made. Such adjustments will probably help in the estimates by grade cluster even though the total estimate is not expected to change significantly. Table 8 Percentage of the subjects with minor visual impairment* in Puerto Rico, by grade cluster Accumulated total for 20/30, 20/40 and 20/50 Accumulated tutal for 20/40 and 20/50 Grade cluster Total Number Percent of the total Number Percent of the total for the grade cluster for the grade cluster 6, 4022 « 4405 9. 4848 3. 7037 8, 2233 2.3333 8. 8435 2.0484 *The Department of Education Commonwealth of Puerto Rico considers any child with 20/40 as 2 visual impairment case. These students are referred to opthalmologists when identified during preliminary screenings. 75 The estimates The enroliment .in the Puerto Rico public day schools, for the grade clusters used in this project, was as follows: Level Enrollment Level Enrollment 1-3 215,728 7-9 155,577 4-6 199, 204~ 10-12 102, 554 Based on that enrollment, the estimates for the total number of students with levels of impairment in the critical area (20/70 to totally blind) were as follows: Estimate of severe Grade Percent of severe visual impai t Cluster *\nrollment visual impairment ere CARO cases in the sample in the total day school population 1-3 215, 728 - 9874 1, 267 4-6 199, 204 1, 1852 2,361 7-9 155, 577 . $128 1,265 ~ 10-12 102, 554 1, 3278 1,265 Total 673 , 063 6,265 fn & This first’estimate for the potencially handicapped population in the regular school population, will be subdivided by level of impairment. The subdivision will be done on the basis of the readings from the adjusted curve for both eyes. The lower end of the curve (please see reatings on Page 57) includes the 20/70 and lower vision cases. The percentage participation of each impairment level among the 26 cases was the following: Number of cases Visual acuity (readings from the curve) level Number Percent 20/70 15.4 59.23 20/100 7.0 26.92 20/200 2.6 10. 00 Totally blind* 1.0 3. 85 Total 26.0 100. 00 *In spite of the regularity of the distributions in the data throughout the project this “component estimate” needs more careful consideration. As part of a sample extension to be done during the spring semester this group will be particularly observed. The other figures seem reasonable. 83 76 Based on the obtained percentages, the estimates of the number of subjects in each level of impairment in the regular schoo! population were: Visual acuity level Number of subjects 20/70 3,710 20/100 1, 687 20/200 627 Totally blind* 241 Total 6,265 *In spite of the regularity of the distributions in the data throughout the project this “component estimate" needs more careful consideration. As part of a sample extension to be done during the spring -semester this group will be particularly =< served. The other figures seem reasonable, 84 77 CONCLUSIONS AND RECOMMENDATIONS ‘the absence of relable data on the prevalence of blindness and vision problems in Puerto Rico has kept formal action to help this needed group far below an adequate level. In terms of educational efforts, it was not until two years ago, through this Project, that course work specifically aimed at this population was initiated at the University of Puerto Rico. Our modest effort to start the development of a program based on objective data was aimed, as a first step, at the regular public school population. Even for this popula- tion, our Project could only start with a Snellen test. Nevertheless, our preliminary findings seem very promising. The prevalence of blindness and vision problems in Puerto Rico spreads over the grades, with a higher concentration in the secondary level. The rates for grade clusters (lst grade to 3rd, 4th to 6th, 7th to 9th, and 10th to 12th) fluctuated between -59 in the first cluster to 1.34 in the last. Even though the specific rates would very likely vary -for different samples, it is reasonable to expect the secondary level to contain a higher rate. Based on the rates obtained, an estimate of 6,265 positive cases (20/70 or les in better eye after correction) is considered to be enrolled in grades 1 through 12 of the regular day public schools in Puerto Rico. The above figures relate only to what the Snellen test can detect, i.e., central visual acuity. The many otner types of visual impairments (hyperopia, daltonism, glaucoma, retinitis, fusion problems, etc.) have not yet been consiered. These figures from the Snellen test do not ‘nclude the prevalence of minor vision problems, because they are not covered by the sponsoring program. In terms of our educational system, students performing at the level of 20/40 and 20/50 in their better eye after correction, pose an important problem. We don't really know what net effect such a cundition is having on our students. So, in addition to our need to complete and refine the data on the more critical cases, we have to develop experimental ways to know more about such students. It is important to be aware of the various ways in which varied vision problem restrict our students capabilities and to objectively establish the prevalence rates for each type and level of impairment. That should be dof for students at all levels and in all types of programs, It is hoped that our work with the school population will widen our understanding cf similar problems in the out-of school population. For the moment the direct experince with this project has widened our basic Orientation. It has also provided some guidance to other interested groups. In terms of our work new ideas have started to turn into specific activities. Two small new extensions of our project for the estimation of the visually handicapped are under way, one in Puerto Rico and the other in the Virgin Islands. The dafa to be collected will help clarify some aspects of the findings. Some syecific areas of concern for future research derived form this study are: a) the relationship between the results obtained through the Snellen Test and the more detailed information obtained through the Titmus Vision Screening; and b) relationship 85 between visual level with and without classes “for the subjects with prescri! For the near future some assistance may be available from the Puerto Rico ! ment cf Education in explorinz a little more deeply the characteristic and p: of the visually handicapped population, 79 Appendix B SYTUDY TO DETERMINE THE ADEQUACY OF THE SNELLEN E SCREENING TEST AS IT IS ADMINISTERED BY TEACHERS IN THE ELEMENTARY SCHOOLS IN THE PUERTO RICO SCHOOL SYSTEM This study was conducted by the Teacher Preparation Program for the Visually Handicapped, College of Education, University of Puerto Rico, Rio Piedras Campus, during academic year 1973-74 sponsored by the United States Office of Education, Bureau of the Handicapped. * For the purpose of this report a summary of objectives, procedures, findings, conclusions and recommendations will be presented here. The complete study will be published at a later date. Objective The objective »f the study is to determine if the Snellen E Screening Test used in the screening of visual deficiencies in the public schools of Puerto Rico is being adequately administered by the teachers of the elementary school level, as it is compared with the same test administered by trainees of the Teacher Preparation Program for the Visually Handicapped. Procedure The coordinator of the Materials Production and Research Center for the Visually Handicapped supervised the data collection phase of this research study assisted by three technicians trained to administer the Snellen E Screening Test. Students selected in the sample were previously screened by.their teachers. A second screening was administered by the technicians and the results of both tests, were recorded as data. The visual acuity finding screening by the teacher and that obtained by a technician were compared to find discrepancies between them. Subjects were selected in a stratified aleatom sample using tables from a*Million Random Digits to select them. the subjects were stratified aleatorily be Educational Regions accordine to grade and zone (ucban and rural). ‘Table 1 represents this dist: Table 1 DISTRIBUTION OF STUDENTS SAMPLE OF 800 SUBJECTS Urban Grade Rural Grade oa roe oe )Y -4e5 \ 44 Urban : Rural 82 Table 2 to 2-U shows the distribution of the sample grade, zone and schvol districts according to the Puerto Rico Department of Public Instruction. District: Aguada Zone: Rural Grade z*° gdo 3ro 5to 6to Table 2 Sample Distribution School: —e Grupe 01 01 Atal aya Arriba Number of Subjects _ Swoon nun > Ww won nun Ww School;— Cruces Abajo 01 01 01 90 onl ‘ OHOwoN DUS Ww WwW woos UW wow DU w Wwe Enrollment 19 20 27 38 35 37 83 REGION ARECIBO DISTRITO: ARECIBO Table 2-A ZONA: URBANA ESCUELA; J.W.HARRIS Grado Grups # de Estudiantes Matricula ,ro 06 31 Won UAW 1D OW WN dM Coon 2 3 4 5 8 9 3 4 We 84 REGION SAN JUAN DISTRITO: BAYAMON NORTE Table 2-B ZONA: URBANA % ESCUELA: JOSE DAVILA SEMPRIT (SIERRA BAYAMON I ELEMENTAL) Grupo # de estudiaates Matricula 03 36 N Ne onu > VUwWWO Os) WwW OW oO Ul 2 4 5 6 9 4 N DISTRITO: CAGUAS ZONA: URBANA odo 37° 4to to to 85 REGION CAGUAS Table 2-C ESCUELA: TURABO GARDENS (CONCEPCION MENDEZ CANO; Grupo 04 04 03 G4 02 01 # de Estudiantes 93 Matricula 29 38 28 37 DISTRITO: CAROLINA Table 2-D ZONA: RURAL ESCUELA: AMALIA EXPOSITO (HUYO MULAS) Grupo #de Estudiantes Matricula 03 26 1 1 4 7 18 19 20 38 No se examinaron estudiantes. O01 se examinaron estudiantes. 87 DISTRITO: CAROLINA Table 2-E ZONA: URBANA ESCUELA: JOSE S. QUINONES Grado Grupo # de Estudiantes Matricula ro ) ; 1 No se examinaron estudiantes. 200 02 4 36 5 6 7 8 16 27 32 cae No se examinaron estudiantes. ato 05 2 32 3 5 6 7 8 9 19 5to No se examinaron estudiantes. gto 06 2 34 4 6 y 8 9 21 26 88 DISTRITO: CAYEY Table 2-F ZONA: RURAL ESCUELA: ALEJANDRO TAPIA ue GRO SAD oS Grado Grupo # de Estudiantes Matricula ee) 01 27 ESCUELA: GAUTIER BENITEZ (Rinc6n Morrillo) 2do 01 3 17 4 5 6 7 9 13 20 ty 01 2 17 3 7 g 9 11 4to 01 3 9 4 5 6 7 9 ESCUELA: JULIO VIZCARRONDO (MATON ABAJO) 5*° 01 2 33 6 9 10 23 24 s~ 01 3 26 4 5 8 9 26 90 DISTRITO: COROZAL Table 2-G ZONA: RURAL : UE LA: ie.” IBUCO Grado Grupo # de Estudiantes Matricula ro : . 1 No se examinaron estudiantes. do 4 01 ~ 5 7 9 7 1 3 4 5 6 7 8 9 0 6 — No se examinaron estudiantes. a“ 01 FAJARDO RURAL Grado 1r° 240 Table 2-H QUEBRADAS HUERTAS # de Estudiantes ii No se examinaron estudiantes. 01 No se exaninaron estudiantes. Matricula 26 91 REGION HUMACAO DISTRITO: FAJARDO Table ?-] ZONA: URBANA ESCUELA: CASERIO VEVE CALZADA Grado sxrupo # de Estudiantes Matricula : ro 1 01 3 27 4 5 6 : 11 a — 02 2 24 4 8 9 a 02 3 28 4 5 6 14 22 4to 01 8 34 9 19 26 + 4 “bes 1 3 | 32 5 6 : © 16 23 gre 01 5 42 6 18 30 DISTRITO: GUANICA fable 2-J ZONA: URBANA ESCUELA: FLEMENTAL JAMES A. GARFIELD Grupo # de Estudiantes Matrficula 01 37 8 13 28 8 0 27 34 No se examinaron estudiantes. ESCUELA: JOSE RODRIGUEZ SOTO 03 DISTRITO: HATILLO ZONA RURAL ESCUELA: S.U. BAYANEY Grado Grupo # de Estudiantes Matricula 1 02 43 do 28 Oo Um th ro 30 - N “IO © 4] W Nt to 01 27 OOanwn to 41 3 4 ‘ 7 8 9 7 101 * ~ s 6%? 02 N owuao~IU & DISTRITO: JUANA DIAZ Table 2-L ZONA: RURAL ESCUELA: CARMEN FLCRES Grado Grupo # de Estudiantes Matricula | ates 01 2 22 ioe oe 4 6 | 9 10 % 19 2% 01 3 21 5 6 7 i 8 12 ; 13 14 ¢ ; \ 3r° 02 3 21 4 5 6 7 9 t 43 18 to 4 01 4 41 © 7 8 9 29 ‘ to 5 01 4 37 | 6 7 [- 8 r 9 30 | to : 6 01 5 36 6 7 14 33 102 35 95 DISTRITO: LAJAS Table 2-M ZONA: RURAL ESC’ ELA: S.V. PALMAREJO ¢ on et wana eremnsaeeenea —— Grado Grupo # de Estudiantes “ Matrficula py ro 01 38 2 02 8 39 ! 4 02 36 N) ho 26 VIDWoOrsI UI Hows Us N ke gto 01 3 | 36 12 34 96 DISTRITO: MAUNABO Table 2-N ZONA: RURAL ESCUELA: TUMBAO Grado Grupo # de Estudiantes Matricula 1°° 01 22 do 01 21 to 19 ESCUELA: wo oO S > ct re Ss > 22 OO ~) & Ww bO N . ry Nw mh 6 02 28 104 97 REGION MAYAGUEZ DISTRITO: MAYAGUEZ Table 2-0 ZONA: URBANA ESCUELA: FRANCISCO VINCENTY Grupo # de Estudiantes Matricula 01 35 Won OU Ww Ne Ls) WI DUS Ww ESCUELA: FARRAGUT 1 3 7 8 9 7 Ww DISTRITO: NARANJITO Table 2-P ZONA: RURAL ESCUELA: LOMAS JAGUAS Grado # de estudiantes Matricula ro 4 ao NO WO & WN won UW Nh ao Os OF Ulm bo z 4 5 6 4 5 8 9 LO mW 99 REGION: PONCE DISTRITO: PONCE Table 2-Q ' ZONA: URBANA ESCUELA: JUAN MORELL CAMPOS Grupo # de Estudiantes Matricula 02 35 NwWWO~) UWI Ww SOND UD ~ | 100 Table 2-K DISTRITO: RIO PIEDRAS "A" ZONA: URBANA ESCUELA ° RAFAEL HERNANDE (SUMMIT HILLS) . Grado Grupo : # de Estudiantes Matricula . “ae 01 2 33 4 5 6 8 9 do . . 2 No se examinaron estudiantes. 37° 02 3 24 DISTRITO: RIO PIEDRAS "Cc" Table 2-S ZONA: URBANA ESCUELA: L. PEREIRA JEAL (BO. BUEN CONSEJO NUEVO) Grupo # de Estudiantes Matr{icuia 03 30 NOW OTIU & Ww N Nh W he 4 5 6 7 8 9 2 5 4 5 6 NUONI HU ® Ne No se examinaron estudiantes. 109 102 DISTRITO: SAN JUAN "B" Table 2-T ZONA: URBANA ESCUELA: GAUTIER BENITEZ Grado Grupo « de Estudiantes Matricula ro 1 O01 NN OOH UIP WN Wd do 17 sia 16 ~~) U1 & WON NU SNe 4to No se examinaron estudiantes. 5 02 31 to 110 DISTRITO: VILLALBA Tab le 2-U ZONA: RURAL ESCUELA: - SEMIL. IV Grupo. # de Estudiantes Matricula 01 14 ~~ SOONIU Pwr ps HOUNS ~ > 1 3 5 7 8 0 N NWWOIH Um Ww ee Ne WW OW Ny NAwOO~ ] & ~ Findings A comparative study of results was done after of the data collection phase was completed. Differences of five or greater than five in the denominator of the Snellen ratio for visual acuicy between first and seco.d screening vere reported and defined as “lack of adequacy" in the administraticn of the test by the ceachers, Tables by grade and school district were prepared to show differences encountered. See Table 3 to 3-U. Table 2 to 3-U summarize preliminary analysis of degree, of adequacy in teacher screening as compared to technition screening. Table 3 ‘ Analysis of Degree of Adequacy in Teacher Screening As Compared to Technition Screening Educational Region: Ponce School District: Villalba Zone: Rural School: Semil Number of students re-examined ‘who's screening stowed a significant differ- Number of 2nce to be classified Grades subjects examined imaccurate B 6 6 a 6 listrito Escxlar: Ponce Urbana Escuela: Juan Morell Campos Numero de exumin Numero de estudiante reexaminados en cuyas pruebas existe una diferencia, que al ser comparada. la hace inadecuada 3 3 5 7 A 2 Distrito Esc Zona: Rural Carmen Numero de estudiantes examinados Numero ie estudiantes reexam’ :ados en cuya pruebas existe una diferencia, que al comparada, la hace inadecuada Se # 2g 8 egundo ercero 8 8 Cuarto 6 6 Quinto 4 4 2 2) Table 3-C Distrito Escolar: Guinica Zona: Urbana Escuela: rf Numero de estudiantes f ( reexaminados en cuyas {i F pruebas existe wna if diferencia, que al ser H Numero de estuilantes comparada, la hace } Grados examinados inauecuada \ \N Primero a 4 Segundo 4 2 i fTercero 4 2 ) Cuarto 8) 0 I " Quinto 6 4 t | Sexto 4 aS Lon “iva: > ‘ Distrito Escolar: Zona: Urbana Escuela: Turabo Gardens (Concepcion Méndez) ae oe Ndmero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser Numero de estudiantes comparada, la hace exvyaminados inadecuada 6 Cuarto Quinto Sexto Escuela: Numero de estudiantes examinados Numero de estudi.uates reexaminados en cuyas pruebas existe una diferencia, que al ser comparads, la hace inadecuada oegundo Tercero Cuarto Julio Vigearrondo strito Escolar: Zona: Rural * Escuela: Lomas Jaguas Numero de estudiantes examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al Ser comparada,.la hace inadecuada 6 6 6 4 4 4 30 . ae NEE LON ~~ Tis . ta twit tn ¥VIStPITO Zona: Urbdana Escuela: Francisco Vincenty Nu‘sero de estudiantes examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, gue al ser comparada, la hace inadecuada Primero 6 egundo 3 1 Farrarut Table 3-H Distrito Escolar: Zona: Rura2. Escuela: Numero de estudiantes Grados examinados Numero de estudiantes reexaminados en cuyas pruebas existe una d«ferencia, aue al ser convarada, Ja hace inadecuada Primero 6 segundo Tercero Cuarto Quinto Sexto 4 Distrito Escolar: ' Zona: Rveal it EScuela: i Numero de estudiantes ' Grados examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser comparada, la hace inadecuada Primero + Segundo i Tercero i Cuarto | Quinto ' Sexto 6 q 2 4 : POTAL Table 3-J San Juan Bayanon Norte Zona: Urbana Escuela: José Davila Semprit Namero de estudiantes Grados examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser comparada, la hace inadecuada — Primero Segundo Tercero Cuarto Quinto Sexto TOTAL i ab] e 3-K Distrito Escolar: San Jran 8B Zona: Urbana Escuela: José Gautier Benitez Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser Numero de estudiantes comparada, la hace Grados examinados inadecuada Primero 8 3 Segundo 5 Quinto 6 8 Tercero 8 5 : | 8 Sexto 4 Vable 3-L Distrito Escolar: Escuela: Zona: Rural Numero de estudiantes examinados Numero de estudiantes reexaminados en cuyas pruebaseexiste una diferencia, que al ser comparada, la hace inadecuada ' Sexto 3 T Carolina xpdosito (Hoyo Maias) Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser : Numero de estudiantes comparada, la hace Grados examinados inadecuada Primero Tercero Quinto cevero Quittiones estudiantes ados en cuyas ++ 14 ac estudiantes Grados examinados cegundo , Cuarto i Sexto Table 3-N Zona: Urbana | Escuela: Luis Pereira Leal (Bo. Buen Consejo Nuevo) Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser : Numero de estudiantes comparada, la hace Grados examinados inadecuada 8 7 6 7 3 Escuela: » Table 3-0 Summit Hills Numero* de estudiantes examinados Numero de estudiantes reexaminados en cuyes pruebas existe una diferencia, aque al ser comparada, 1A hac inadecuada Table 3-P Region Sducativa: Humacao Distrito Sscolar: Fajardo Escuela: Cacerio Veve Clazada Zona: Urbana Numero de estudiantes Grados examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser comparada, la hace -inadecuada Primero 6 Segundo Tercero Cuarto Quinto Sexto- 1 Table 3-Q na: Rural cuela: Quebrada Huertas Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser Numero de estudiantes comparada, la hace Grados examinados inadecuada Primero 4 2 Segundo Quinto 4 1 Tercero 4 1 4 1 TOTAL Table 3-R Distrito Sscolar: Maunabo r Zona: Rural Escuela: Tumbe: Numero de estudiantes Grados examinados Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, que al ser comparada, la hace jinadecuada Primero 2 Segundo 8 Tercero 6 10 Bordaliza 4 8 i6n Educativa: Escolar: Zona: Urbana Escuela; Namer»s de estudiantes reexeminados en cuyas prueovas existe una diferencia, que al ser Numero de estudiantes comparada, la hace Grados examinados inadecuada Primero 6 4 Segundo 6 0 6 fTercero 2 Cuarto ; 2 Quinto Sexto Table 3-T Zona: Rural Escuela: Saltos Cabras Numero de estudiantes reexaminados en cvyas pruebas existe una diferencia, que al ser Numero de estudiantes comparadas, la hace Grados examinados inadecuada Primero 3 S€gundo 2 Tercero 5 Cuarto ~ 2 Quinto Sexto TC TAL Table 3-U Numero de estudiantes reexaminados en cuyas pruebas existe una diferencia, cue al ser Numero de estudiantes comparada, la hace Grados examinados inadecuada Primero 10 Segundo Tercero Cuarto Quinto Sexto. moym AT tO TAL 127 Table 4 presence a summary of preliminary findings for educational regions in Puerto Rico, Table 4 Summary of Preliminary Findings for The Educational Regions in Puerto Rico Educational Subjects examined Innacurate Per cent of innacurate Region 1 to 6 grade screening screening from sample screened * Mayaguez 112 63 56 Humacao 90 30 San Juan Caguas Arecibo Ponce Table 5 summarizes the results of the study Island-wide. Table 5 Summary of Preliminary Findings Island-wide Subjects screened in Per cent of inaccurate the 6 Educational Inaccurate screening screenings from sample Regions screened 800 S237 Conclusions and Recommendations From the analysis of the data compilled in the study and the results obtained when compairing teacher screening to technicians’ screening, it can be safely assumed that: 1. More than 50% of the teachers in the Puerto Rico Department of Public Instruction have not exhibited mastery of the minimum skills neces- sary for the administration of the Snelienm E. Chart Screening Test. Due to this lack of skills in the administration of the test, the teacher-tests- results lack validity and do not offer adequate diagnosis of student visual acuity. 2. The findings obtained are sufficiently significant to warrant a study of teacher training procedures (pre-service and in-service) to deter- mine the competency of teachers in administrating the Snellen E. Chart. It is evident that the role of the teacher in the area of diagnosis has not been proven adequate by the results of this study. If visual impairments in children are not identified at an early stage, their perfor- mance in school activities and tasks will be adversely affected. It is important to point out that the Snellen E. Chart Screening Test is just one diagnostic tool provided to the teacher. It just measures central visual acuity. If teachers cannot identify even one element of functional vision, the variety of other conditions which must be observed by the trained teacher will also be missed. 129 fe The project staff recommends an intensive evaluation of teacher compe- tencies in the area of diagnostic procedures. It proposes the development of in-service workshops for the training of teachers in skills and methods necessary for student assessment. The convincing results of this study should stimulate Department of Public Instruction officials and College of Education administrators to provide means for teacher training in the area of vision screening. 137 130 Appendix C I. Government and Private Agencies serving the blind in Puerto Rico. Loaiza Cordero Institute for Blind Children Fernandez Juncos, Stop 19 1/2 Santurce, Puerto Rico Tel. 724-0893 Miss Celsa Alonso, Director * Services offered: residential school for blind children Faculty: 14 Current enrollment: 95 legally blind children Due to the demand for educational services the Institute is expanding its physical facilities to accomodate 150 children. Special Education Division Department of Education Hato Rey, Puerto Rico Tel. 765-1475 Miss Ligia Rivera Valentin. Director Services offered: special educational servicés in public schools for exceptional children. These include special clases for the mentally retarded, the emotionally disturbed, the deaf, and the visually handicapped. It also sponsors in-service Teacher Prepara- tion Programs in Special Education and offers scholarships to special teachers. Home Teachers for the Blind Department of Social Services Edificio Segarra, Stop 24 1/2 Santurce, Puerto Rico Tel. 723-8010 Ext. 396 Miss Amparo Montalvo, Director Services offered: thirteen blind home teachers serving the adult blind throughout Puerto Rico. They instruct the recently blinded in techniques of daily living, braille, handwriting, arts and crafts at the home of the blinded individual. Currently serving approximately 360 blind adults. ; Visually Handicapped Student Center University of Puerto Rico Rio Piedras, Puerto Rico Tel. 764-0000 Ext. 541 or 671 Mr. R. Delgado, Supervisor Services offered: reading and studying facilities for blind - university students. Library of Congress, Branch for the Blind and Physically Handicapped Mrs. Leida I. Torres, Director Ponce de Le6én, Stop 8 1/2 Puerta de Tierra San Juan, Puerto Rico Tel, 723-2519 138 131 iP Diagnostic and Rehabilitation Services Diagnostic and Evaluation Center Division of Vocational Rehabilitation Service Palma Street, Stop 20 Santurce, Puerto Rico " Tel. 724-2497 Mr. Pedro SAlamo, Director Services offered: rehabilitation services for blind adults, which include: counseling, occupational therapy, mobility instruction, braille, home economics, arts ind crafts, etc. Division of Vocational Rehabilitation Service Edificio Segarra, Stop 24 1/2 . Santurce, Puerto Rico Tel. 725-1792 Mr. L. Serrano, Director Mr. Pedro SA4lamo, Coordinator for the blind 8 Services offered: counseling and occupational placement for the blind. Talleres Protegidos (Sheltered Workshop for the Blind) Division of Vocational Rehabilitation Service Palma Street, Stop 20 Santurce, Puerto Rico Mr. L. del Valle, Director Services offered: industry for the blind in sheltered workshop. Mops and brooms are the predominant products of this shop. School Health Program . Department of Education Hato Rey, Puerto Rico Tel. 765-3403 Mrs. Lagrima Marin de Marquez, Director Services offered: processing vision screening from school records referring cases to ophthalmologists (free services). Division of Crippled Children Department of Health Ponce de Leén, Stop 20 Santurce, Puerto Rico Dr. Germ4n Oliver Padilla, Director Services offered: strabismus clinic, pre-natal care and orientation, clinical and educational services for severely blind and multiple handicapped children. Mother and Child Clinic Department of Health Ponce de Le6n, Stop 20 Santurce, Puerto Rico Tel. 722-2959 Dr. Germ&n Oliver Padilla, Director Services offered: research and prevention services from birth to six years old. Diagnostic research and prevention from birth to Six years (pre-school). 139 132 Soledad Rodriguez Pastor Home for the Blind Ponce, Puerto Rico Mr. Rafael Alfonso, Director Services offered: rehabilitation and nursing care for aged blind. 3. Volunteer Services Puerto Rican Society for the Prevention of Blindness ¥ 611 Fern4ndez Juncos Avenue Santurce, Puerto Rico 00907 Tel. 725-3471 e Mrs. Isolina Diaz Services offered: orientation and information about prevention of blindness, concentrating on pre-school. children and industrial eye safety. Sociedad Amigos de los Ciegos Apartado 9917 Santurce, Puerto Rico 00908 Mrs. Mercedes Gaztambide, President Services offered: volunteer services for the blind, specially to the children at the Loaiza Cordero Institute. Now opening chapters in the interior of Puerto Rico to serve the blind adult population. Eye Bank of Puerto Rico 699 Condado Avenue Santurce, Puerto Rico 00907 Tel. 724-3013, 723-1746 Mrs. Jane Nicole de Mariand, President Services offered: cornea transplant; prevention of blindness; free glasses (free services). Lions Club International Ponce de Le6n 610, 2°Piso Hato Rey, Puerto Rico Tel. 767-2256 Mr. Ram6n Piccini, District Governor The Lions Chapteirs in Puerto Rico follow the same norms as those in the States. This civic organization is smtremely interested in serving the blind population of the Island. 140 133 Appendix D-I Please answer the fcliowing questions with complete honesty. No signature is necessary. l. What do you feel when you meet a blind person? Pity - Sympathy - Curiosity - Fear that it could happen to you - Describe any other feeling. Have you ever known a blind person? Yes or No. Do you think that blind persons are compensated by having: more hearing, special musical talent, more intelligence sighted people, a deeper sense of morality? Indicate others. Where do you think a blind child should be taught? At home - in special schools for blind - list others. Do you know any agencies in the Virgin Islands where you could refer a blind person for services? If yes, could you name them? Sex: M F Would you marry a blind person? Yes No Would you object to your son or daughter marrying a blind person? Which of the following handicaps do you consider more of a hardship to a human being? Rate them accordingly from most (1) to least (4). Mental Retardation Blindness Deafness Emotional Disturbance 134 Appendix D-II Directed Interview The questions were prepared for the directed interviews after a careful consideration of cultural factors such as: language usage, previous knowledge of terms, pre-tested stereotypes frequency, values of the social group, socio-economic conditions of a developing nation and cultural heritage. Questions were designed after a through analysis of the results of a survey of attitudes towai-d blindness which was conducted by the Teacher Preparation Program in Puerto Rico and the Virgin Islands during 1970-1971. Interviews were conducted at the interviewed persons' offices or homes. The interviewer was instructed to note unusual reactions to the questions during -the interview. Directed Interview Questions I. Feelings and Emotions upon encountering a blind or severely visually handicapped person. A. What do you feel when you encounter a blind person? B. What do you feel when you encounter a severely visually handicipped person? C. Which of the following terms describe emotions you have experienced at one time or another when encountering a. blind person? Directed Interview Questions lL. Prey 2. Sadness 3. Admiration 4. Guilt 5. Worry 142 135 6. An uncomfortable feeling 7. Curiosity 8. A little frightened 9. Would prefer not to encounter 10, Anxious . ll, Others “D. Could you indicate why you feel this way? II, Description of a blind person. A. Which of the following conditions do you think better describe a blind person: 1, Unusual music talents 2. Greater concentration power 3. More spiritual insight 4. Greater tactual sensitivity 5. Better hearing 6. Lack of facial expression 7. Dependency on others 8. Need a dog, or cane " 9. Must wear dark glasses 10. Moral impeccability III, Professions, jobs and trades for blind persons A, What jobs do you think a blind or severely visually handicapped can per form? . B. Do you think a blind person can perform any of the following jobs: Doctor - general practitioner Gynecologist Surgeon 143 136 Orthopedist Scientist Laboratory Technician Lawyer Engineer Architect Sculptor Economist Professor Elementary School Teacher Secondary School Teacher Administrator and Supervisor Social Worker Writer Musician Orchestra Director Theater Director Movie Director Ballet Director Piano player Piano tuner Any other instrument Switch Board operator Typist Electronic operator Electrician 144 137 Auto mechanic Printer Chauffeur Work in manual trades: ceramics, caning Broom and mop maker Others Vocational opportunities 1, What vocational opportunities do you see for blind persons in Puerto Rico? Would you have any objections for a blind person tu work under your supervision? Have you ever worked with a blind person? What sources of funds could you suggest in order to provide vocational opportunities for the visually handicapped in Puerto Rico? IV. Education of the blind A. Which group of blind children would you educate if you had a choice of priority? 1, Gifted blind children 2. Average blind children 3. Partially blind children 4. Mentally retarded or multiple handicapped blind children B. Would you prefer that blind children be educated in special schools for the blind or in regular classes with the sighted? C. Why? Personal relations with a blind person A, Marriage 1, Would you marry a blind person? 2. Would you let your son or daughter marry a blind person? 3. Would you give him or her any kind of advice about marrying a blind mate? 145 VI. G. 138 Do you have any blind relatives? Do you have any blind friend? Do you know any blind person? Have you ever had any blind student? Could you describe the most effective blind or severely visually handicapped adult you have encouatered? What do you think made him effective? Could you describe the least effective? What made him ineffective? Expectations of visually handicapped persons A. B. Cc. Do you think a blind person can get married? Do you think he or she could have a home of his own? Do you think he could support a family? 146 Feelings and Emotions Upon Encountering a Blind or Severely Visually Handicapped Person Percentage out of sample of 25 to the nearest whole percent. Percentage distribution of subjects according to sex: Male subject inter- viewed - 80 percent, Female subject - 20 percent, What do you feel when you encounter a blind person? Pity In accordance with the interpretation of the Need help interviewer these feelings appear to be in- fluenced by the religious and cultural heritage of the Puerto Ricans. What do you feel when you encounter: a severely visually handicapped person? fx} * 5 =| ov a Pu < Pity Need help Which of the following terms des- cribe emotions you have experienced at one time or another when encoun- tering a blind person? Pity Sadness Admiration These feelings appear to be influenced by the religious and cultural heritage of the Puerto Ricans Some admitted the admiration was conditioned by their previous encounters with blind persons. Could you indicate why do you feel this way? Guilt None of the 25 subjects admitted to feel any ~ 147 guilt upon encountering blind persons. 143 Worry An uncomfortable feeling Curiosity 4 little frightened Would prefer not to encounter Twenty percent of the subjects qualified their answers by expressing concern about communica- tion with the blind person or the nature of the circumstances envolved in their relationship. While 70 percent did not feel uncomfortable. Most of the interviewed were lacking in pre- vious experiences (social and work) with blind “persons, Female subjects pointed out they feared to be- come blind, Did not want to be exposed to the misery of the handicap, in other words, to deal with them. Female subjects experienced anxiety at the sight of 2a blind person, The subjects interviewed concurred in that most feelings and emotions had been considered, and offered no other suggestions besides the ones mentioned, Interviewer's observations: Most of these rominent Puerto Ricans interviewed exhibited negative attitudes P toward blindness, but there was evidence during our conversation, that there is a trend toward and a receptivity to change. II, Description of a blind person Percentage out of a sample of 25 To the nearest whole percent Observations r Which of the following conditions do you think better describe a blind person? Unusual music talents 50% Yes 50% No Greater concentration power 50% Yes 20% No More spiritual insight Greater tactual sensitivity Better hearing Lack of facial expressions Dependency on others Need a dog or cane Must wear dark glasses Moral impeccability *Conditioned (Cond.) means the interviewed qualified or justified their answers. Majority were convinced they are gifted with a superior power of concentration, Most believe they are irre- proachable, One of the educators (female) went tu extremes; she thinks the blind need no help, even from dogs or cane. The majority accepted the blind need no glasses. The majority felt they were not impeccable, however, two of the interviewed expressed blind were morally superior. III. Professions, jobs and trades for blind persons Percentage out of a sample of 25 To the nearest whole percent A, What jobs do you think a blind or severely visually handicapped can perform? B. Do you think a blind person can perform any of the following jobs? Doctor - general practitioner 70% Ginecologist 10% Surgeon : 20% Orthopedist 10% Scientist 0% Laboratory Technician 10% Lawyer 90% Engineer 50% Architect 10% Sculptor 10% Economist ; 10% Professor 90% School teacher (secondary and elementary) 90% Administrator and supervisor 20% Social Worker 10% Writer Musician Orchestra director Theater director Movie director Ballet director Piano player Piano tuner Any other musical instrument Switch board operator Typist Electronic operator Electrician Auto mechanic Printer Chauffeur There is a marked discrepancy between those who pointed out that the blind are gifted with an unusual musical talent and their willingness to accept the blind as a working musician, Others subjects pointed out it could be done, but with sighted help. (Interest ing) Working manual trades; caning, ceramics Greater tactual sensitivity. broom and mop maker Marked discrepancy between the 90% that pointed out and the 40% that are willing to accept them as a working class in manual jobs. Interviewer's observations: All these cccupations were suggested by the interviewed subjects and were mentic at least once, The answers were rated according to percentage of frequency during interview. IV. Vocational opportunities General opinion of interviewed subjects About 80% agreement 1, What vocational opportunities do you see for blind persons in Puerto Rico? Very few. Would you have any objections for a blind person to work under your supervision? None. Few pointed out that blind persons must fulfill a11 requirements demanded of a sighted, in performing the same job. Have you ever worked with a blind person? Only the educators have had blind students, What sources of funds could you suggest in order to provide vocational opportunities for the visually handicapped in Puerto Rico? U.S. Government, Puerto Rican Government, Private Agencies, and Civic Clubs. (Lions) Interviewer's observations: The interviewed subjects expressed that the problem of the blind is a serious one as far as vocational opportunities and place in society. They acknowledged the dearth of vocational opportunities in Puerto Rico but encouraged the development of new vocational opportunities for the visually handicapped in the community. VY. Education of the Blind General Opinion Observations A, Which group of blind children would you educate, if you had a choice or priority? Gifted blind children Average blind children Pertially seeing children Mentally retarded or Multiple handicapped blind children Would you prefer that blind children be educated in special schools for the blind or in regular classes with the sighted? Why? Special 90% schools The elite shows a tendency to perpetuate the elite on a society of their kind even if the gifted are handicapped, One of the educators qualified his answer by suggesting a high priority for educating the "normal or average" blind child, since this child would have less problems in adjusting to a regular or normal group. The educators, nevertheless, ac- cepted they could be integrated in regular schools. Most of the interviewed subjects agreed that the blind children should be placed together and be educated by special teachers. VI. Personal relations with a blind person Percentage A Marriage 1. Would you marr. a blind person? 20% 2. Would you iet your son or daughter marry a blind person 50%, 3. Would you give him or her any kind of advice about marrying a blind mate? Yes 20% Do you have any blind relatives? Most of them said no. There is a tendency to deny handicaps in our culture. Do you have any blind friends? Most of them said no. Do you know any blind person? Most of them said no. There is still a tendency in the Puerto Rican culture to segregate the handicapped from the normal population,as evidenced by comments made during the interview, which show the general desire to build a city for the blind. Have you ever had a blind person as a student, ‘ Most of the educators have had blind students in their college classes. One of the educators just recalled his experiences with the most intel- ligent blind students. Another educator recalled his experience with both, intelligent and incompetent blind students. No No No Could you describe the most effective blind or severely visually handicapped adult you have encountered? What do you think made him effective? The subjects admitted that the blind who are very intelligent had a great desire to succeed in life and overcome their handicap. Those who had been in contact with successful blind students attributed theif effectiveness to: intelligence, ability, talent, and high moral values. Could you describe the least effective? What made him ineffective? Most subjects expressed that bitterness, stupidity, and ill feelings toward self and the sighted world contributed to the apparent failure of blind persons they have known. An apparent lack of acceptance of the handicap was also given as a reason for failure. 149 VIL. Expectations of visually handicapped persons Outlook on future of blind person as perceived by some of the interviewed Percentage A. Do you think a blind person can get married? 100% Yes B. Do you think he or she could have a home of his own? 100% Yes C. Do you think he could support a family? 100% Yes The unusually optimistic and positive response to these questions offer an interesting contrast, to previous reactions to items in the vocational opportunities section, and the feelings and emotions sections of the interview. The interviewer interprets these reactions to be socially accept- able for people belonging to an elite group. Gestures and facial expressions were detected indicating uneasiness waen these positive answers were given. 167 Appendix F Structureg Observation Guides ’ Subsequent to one year of attempts to develop, test, and evelusie an instrument which would make it possible to facilitate in a practical and expedient manner the identification of areas of educational needs for the visually handicapped in Puerto Rico, the following Observation Guides were designed, This was made possible by the combined efforts of project staff, student interns, research consultants, and a panel of suc- cessfully employed visually handicapped Puerto Ricans who approved of the contents of these four guides as adequate instruments for the identifica- tion of educational needs, 151 STRUCTURED OBSFRVALTION GUIDE I Note the following aspects to be observed care“ully during your visits NOT DEFICIENT OBSERVED I, FACILITIES A. Physical classroom illumination ventilation appearance arrangement of desks und other furniture Recreational sym pool playroom music room outside play equipment Library - Please note the following while observing in the library NOT MANY SOME NONE OBSERVED students using: a. braille books talking books tape recordings large type books sighted readers 169 STRUCTURED OBSERVATION GUTDE TT Nor A, DIDACTIC MATERIALS ENOSGH FEW NONE OBSERVED Braille books Large type books Writing equipment slate stylus sight saving pencils braille paper sight saving paper Reading equipment braille writers regular typewriters large typewriters magnifiers special reading hamps recorders talking books abacus Taylor slates other math aids STRUCTURED OBSERVATION GUIDE III EXCELLENT GOOD SATISFACTORY DEFICIENT POOR ass observation Motivation Student participation Individual tasks (when needed) ALMOST ALL S OME Students in classroom Listening attentively Participating spon- taneously Initiative in contrib- uting unrequested ideas, materials, articles, and comments Are interested in school work STRUCTURED OBSERVATION GUIDE [IV Skills in Orientation aud Mobility EXCELLENT COOD REGULAR DEFICIENT 1. Classroom organization to facilitate mobility. Student orientation to a. office b. lunch room c. music room d. bathrooms e. recreation area f. other classrooms g- dormitories Mobility in the classroom Mobility outside the class- room but in the school setting. ENOUGH FEW NONE NOT -OBSERVED Other instructional aids relief maps puzzle maps globes large type maps special teacher Appendix G-I Minimum Competencies for uachers of the Visually Handicapped P ei pp The teacher of the visually handicapped should indicate by his performance in the teaching situation that he has acquired the following competencies; A. Diagnostic Gompetencies 1. Knowledge of: formal evaluation tools and standard tests informal evaluation medical and anecdotal records functional visual assessment 2. Skills in: a. administering standard tests and instruments b. skills in administering informal tests c. reading and interpreting d. administering and interpreting functional visual assessment B. Planning implementation competencies 1. Knowledge of: a. flexible lesson planning bo modules c. protocle d. curricular adaptation e. special instructional materials 2. Skills in: implementing a lesson modules preparing and utilizing modules bringing reality through lesson using "soft and hard ware" using curricular adaptation selecting and using a special instructional materials 173 C. Evaluation competencies 1. Knowledge of: a. formal evaluation techniques (aptitude, achievement, etc.) b. informal evaluation procedures c self evaluation d. course evaluation techniques 2. Skills in: a. using and interpreting formel evaluation techniques b. using and interpreting informal evaluation .echniques c. interpreting self evaluation check lists d. interpreting feedback from course content evaluation 157 Appendix G-II Forma (Form) SE - 1.1 CUESTIONARIO DE EGRESADOS (Graduate Questionnaire) Nombre (Name) Fecha de Graduaci6n (Date of Graduation) Direcci6n (Address) Area de especializaci6n en el Colegio de Pedagogia (Specialization in which trained at College of Education) Grado obtenido (Type of Certificate (s) Held) Especializaci6n en la que trabaja (Specialization in which working) Informaci6n sobre Ayuda Econ6mica (Financial Support Data) iRecibi6 ayuda econémica del Programa como becado o interno? (Si) (Did you receive financial support while at the College?) (Yes) Si la contestati6n es afirmativa, favor de contestar lo siguiente: (If the answer is yes, complete the following): Afio (Year) Cantidad de ayuda econ6mica (Amount of Financial Aid) Periédo de duraci6n (Duration of aid) Plaza o empleo presente (Current Position Placement) 1. Tipo de plaza o empleo (Position type) Administrador (Administrator) Supervisor (Supervisor) Prof. Uni~ersitario (College University Prof.) Maestro Regular (Regular classroom teacher) Investigador (Investigator) Maestro Itinerante (Itinerant teacher) Maestro sal6n recurso (Resource classroom teacher) Terapista del Habla (Speech Therapist) Audiélogo (Audiologist) Otros (Other) Educativo (Education Level): Pre-escolar (Pre-school) Elemental (Elementary) Secundaria (Secondary) Combinado (Combined) 158 Lugar de Trabajo (Placement Type): Clinical/Hospital (Clinic/Hospital) Agencia de comunidad (Community agency) Colegio/Universidad) (College/ university) Agencia Federal {Federal agency) Practica privada (Private practice) Distrito escolar pfblico (Pub. sch. district) Evalue la labor que desempefia en su trabajo, Evalue sus competencias en el trabajo. Indique con marca de cotejo ( ). (Rate your performance on the job. Indicate with check mark ( ). inadecuado Superior (inadequate) Indique con marca de cotejo la eficiencia con que el Programa de Educacaci6n Especial del Colegio de Pedagogia lo preparé para su empleo actual. (Rate how well your Progray. at the College of Education prepared you for your present position) inferior superior El Programa en mi especializaci6n en el Colegio de Pedagogia puede ser mejorado si: (The Program in my specialization at College of Education might be strengthened by:) Comentarios: (Comments): 159 Appendix H Area of the Visually Handicapped Project Interns 1973-74 I. Puerto Rico Aida Delgado Justina Vazquez Gloria Ortiz Lydia Usero Glorianne Rom&n Milagros Hern&4ndez MarilG Semidei Hazel Maymi Carmen Arvelo Rose Serrano Sonia Ibarra Roberto Rosa Miguel Ortiz Linda Ingellis Crucita Morales Marta Soto Georgina Ortiz Ivette Martinez Aida Morales Alexis Fernfndez Mercedes Guadalupe Virgin Islands G. Young Holly Minnetta Mitchell Grace Mc.Intosh Joyce Dunlop Cora Crawford Eleanor Donastorg Yvonne Wells Ronalyn Hite Noel Donastorg Special Project Staff and Consultants June Irst, 1970 = Sine 30, 1574 Project Officer Josephine Taylor Project Director José R. Santana Project Coordiantor Puerto Rico - Eladia R. de Hern&ndez Project Coordinator - Virgin Islands - Edwin L. White MPR Center Coordinator - Humberto Hernfindez Secretaries Marfa J. G~»~» ilez (Coordinator) Gloria Rivera, Agnes Col6n Camas Faculty José R. Santana, Ed. D. Eladia R. de Hern&ndez, M.A. Zacarfas Vazquez, M.A. Miriam Rodriguez, M.A. Humberto Her:.*ndez, M.A, Visiting Professors Robert A. Bowers, Ed. D. Liza Strokes, M.A. John Parrish, M.A, Emily Baxter, M.A. Consultants José L. Soto Padin, Ph. D. Robert Bowers, Ed. D. Guideon Jones, Ed. D. Vera Hart, Ed. D. John Parrish, M.A. Harry Friedman; M.A. 161 1975 AND BEYOND Post Project thoughts from the Project Director Many of the activities which were initiated during the four years of the Project are still on going. Significant among these activities is the work on the Spanish Braille Code Grade II. This is the first scientifically contracted braille system in Spanish based on word-fre- quency studies. Frequencies for more than 10,000 words were obtained and contractions have been assigned according to each word's frequency. It is expected that the braille code will be ready by June 1975. The Project also initiated programs for the visually handicapped in the public schools system, stimulated the development of a public litrary for the visually and physically handicapped and provided needed orientation programs to various communities in Puerto Rico and the Virgin Islands. However, the impact of our work has gone beyond the United States territories. It has reached Latin America through workshops, publications and consultantships. Brazil, Colombia, Peru, Ecuador, Argentina, Paragua,, Chile, Venezuela, Costa Rica, and Guatemala have re-_ 3 ceived direct or indirect benefits from our Project. Future requests for assistance include Trinidad-Tobago and Paraguay, both of which are interested in recommendations for long-range planning of services to visually handicapped children and youth. Graduates from this Program are presently serving the visually handicapped and the multihandicapped deaf-blind throughout Puerto Rico, the Virgin Islands and the United States mainland. A detailed follow-up 179 = s.udy of the graduates has been conducted as part of the Special Education Program at the College of Education, University of Puerto Rico. ‘This study’ will provide meaningful data on our graduates and will be available by the end of the academic year 1975-76. I would like to take this opportunity to express my appreciation to the American tax payers who through their govermzent and especially its Bureau of the Handicapped, United States Office of Education, Department of Health, Education and Welfare, provided funds of more than $250,000 to carry out this Project. The "spin-off" effect of such support has been significant and the benefits in trained personnel, research, and services, as well as prestige for the nation, have been immeasurable. Our special appreciation goes to Dr. John Haskell for his invaluable assistance in editing this final report. Respectfully submitted, José R. Santana, Ed.D. ( 180