Western Pennsylvania School for Blind Children
2010-2011 Annual Report
Extraordinary Moments in Ordinary Lives
Dear Friends:
It is my pleasure to present you the 2010/11 Western Pennsylvania School for Blind
Children Annual Report, “Ordinary Moments in Extraordinary Lives.” This year we
feature stories of individuals that reflect our philosophy and approach to educating the
students served by our organization. I hope you gain as much from reflecting on the
stories of our students and families in this Report. I fight the tendency to become
engulfed in the minutiae of the day to day administrative activities, overlooking the
vantage point of our students and parents. Given the range and depth of the challenges
our students confront, parents might sometimes feel that their lives and those of their
children are at a precipice. In spite of the tensions and fears, it no doubt gives them the
best view of what we do.
For our students with visual impairment, their educational journey is cluttered with
obstacles. Simply stated, learning is never easy. It takes tremendous effort and
perseverance to accomplish each and every task.
Our role as educators is to make each moment count and lift some of these
insurmountable barriers in order to give our students the opportunity for growth and
learning.
With our teams of specialists working side-by-side, solving problems together and
thinking of ways to make each program stronger, our boys and girls have enhanced
opportunities and are able to move forward with a higher level of self-awareness and
independence.
At the same time, we look to our friends in the community to provide support which
allows us to maintain a standard of excellence. Please consider making a donation in the
enclosed return envelope. Your help makes a tangible difference in the lives of the
hundreds of students we serve from throughout western Pennsylvania.
We hope you enjoy reading the articles included in our Annual Report. Thank you for
taking the time to learn more about our special School.
Sincerely,
Todd S. Reeves
Superintendent
Inspiring Moments with Abby:
Living Residential Life to its Fullest
According to her mother, there were dark days when nine year old Abigail Dively would
hurt herself so badly she looked like a prize fighter right out of the boxing ring. Abby’s
self-injurious behaviors became so severe that her teachers at her neighborhood school
struggled to keep her safe. Her parents, educators and doctors recognized the need for
a more suitable placement and support system for Abby to overcome her unique set of
disabilities and harmful behavioral issues. Light breached the threshold of those dark
days when the Dively’s learned about the Western Pennsylvania School for Blind
Children.
Abby, a deafblind student with limited vision and hearing, needed a structured
therapeutic and behavioral program throughout the entire day to help her deal with the
repercussions of her sensory deficiencies and other physical and cognitive challenges,
chief among them the inability to effectively communicate.
Residing a two hour drive from the School’s Oakland campus, her parents initially
struggled with having their child reside at the School from Sunday evening through
Friday morning, though they knew it would help Abby grow and realize her potential.
“Her progress, of course, took some time, but gradually she got better and as she got
better, she was able to learn more and really be able to communicate,” said Ronda
Dively, Abby’s mother. “The continued structure from morning throughout the evening
program – and the fact that the School had a behavior specialist – was a big plus.”
Fast forward seven years later and her parents and staff are elated with Abby’s
astonishing improvements. Now sixteen years old, Abby is a delightful, compassionate
and bright young lady who has learned to effectively cope with her challenges and
excels in her instructional programming. Comprised of teachers, therapists and health
professionals, her educational team plans and implements her individualized education
program to guide Abby toward increased self sufficiency and continued success.
Here is a glimpse of a day in the life of Abigail Dively:
After breakfast at about 9:00 am, Abby makes her way up to her classroom where, with
the help of her paraeducator Theresa Mancini, she reviews the day’s agenda on a tactile
object schedule board with brailled indicators. Soon after, Abby’s Teacher of the Visually
Impaired, Rachel Hartzberg, begins the class’ Morning Group session, where Abby leads
the role call, holds the flag during the Pledge of Allegiance and sings the National
Anthem with her good friend Adrian.
At 9:30 am, Speech Language Pathologist Valerie Farino arrives to accompany Abby on a
trip to the student library. There Abby peruses the CD collection to pick a new selection,
a functional activity to expand her repertoire of music, stimulate independent choicemaking, communicate her preferences, learn to follow directions and use proper social
amenities with school personnel. Today’s pick is a compilation of patriotic music.
After returning from the library, Abby greets Dianne Penfield, her Occupational
Therapist. “I’m ready to do my work,” said Abby, who journeys with Dianne to the
laundry room to work on basic housekeeping skills. She carefully loads the washer and
then makes her way to her dorm room where she folds and puts away some of her own
laundry. Abby works intently, following each step attentively until every last piece is in
its rightful place.
By 10:30 am Abby is back in her classroom. She spends some time working on her
spelling on a Language Master audio/visual learning device. The goal was for Abby to
learn 20 new spelling words this year but she has far surpassed that goal. “Each week
she’s been able to spell her words aloud and shows a great sense of pride in her
accomplishments,” said Hartzberg.
Following the spelling lesson, Abby has the chance to focus on a special project that
aims to develop her basic vocational skills while promoting a sense of community and
giving back to those in need. With some hand over hand assistance, Abby assembles
care packages full of goodies for children who are visiting Pittsburgh with a family
member who is ill. This new School vocational opportunity was developed in
conjunction with the local organization, Family House, which provides an affordable
“home away from home” for patients and/or families who must travel to Pittsburgh for
treatment of serious or life-threatening illnesses.
After completing her allotment of care packages, Abby takes a much deserved rest,
listening to her new CD on her bean bag chair before enthusiastically agreeing to take a
spin on her adapted tricycle. A bit of a thrill seeker, Abby pedals the bike vigorously
around the second floor instructional wing while her teacher struggles to keep up. The
activity promotes both gross and fine motor coordination, physical fitness and of course,
fun.
After her rejuvenating bike ride, at 11:15 am Abby heads to the School’s on-campus
general store, “The Lion’s Den,” where she works with Job Coach Donna Babjak on
affixing price labels to store products. Given Donna’s verbal cue, Abby uses her residual
vision to reach for an item with one hand and with the other presses the handle of the
price-marker.
At the end of a busy morning she makes her way to the cafeteria for lunch. But even
mealtime is an opportunity for instruction, as Abby’s self-feeding goals require her to
set up her dining area with a plate, silverware and napkin. She is also asked to locate
three different food items on her plate using directional key words. These goals are
imbedded in her Individualized Education Program and her accuracy is monitored and
tracked to chart her progress.
After lunch, Abby is escorted to the School’s pool for her adaptive aquatics lesson held
from 1:45 – 2:30 pm. With the aid of her noodle for flotation, Abby can leave her walker
behind and enjoy the free movement and buoyancy the water provides. Splashing and
smiling the whole time, Abby focuses on completing her swimming goals for the day
which include kicking 20 widths of the pool and walking 10 widths.
By 2:40 pm Abby is dried off and back in her classroom. With a few spare moments
before her Orientation and Mobility (O&M) lesson, her love of music once again
emerges as she plays “Amazing Grace” on the classroom keyboard. But when her O&M
Instructor Sharon O’Toole arrives, Abby is amenable to begin O&M instruction. “One,
two, three,” Abby says as she uses her hands to press down on her lap to stand up
independently, a technique the staff at the School have taught her to help her transition
from a seated position to standing without assistance.
“Keep your head up while you are walking,” cautions O’Toole as Abby navigates through
the hallways to the Student Apartment.
“Abby has done well this year learning how to pick up on additional cues in her
environment, such as sensing change in the air and using auditory signals to help her
figure out her location,” reports O’Toole.
Finally, they arrive at their destination and are greeted by Beth Sekelik, Student
Apartment Instructor.
Located on the third floor of the Mary Schenley Building, the Student Apartment
training provides authentic simulation of real-life responsibilities. As the first part of her
evening’s Residential Programming, today Abby takes the garbage and recycling out,
does some laundry, wipes off the kitchen table and waters plants. After completing her
chores, Sekelik accompanies Abby to the Residential Art Room for some crafting fun.
Abby enjoys her dinner at 5:00 pm, and afterwards is escorted to the dorm area where
residential staff assist her with hygiene activities before the evening’s events. After
some relaxing time with her friends in the lounge area, the students are treated to a
7:00 pm Creative Arts Series concert in the School’s Multipurpose Room by the musical
group, “The Flying Dutchman.” Abby revels in the violin-infused gypsy jazz music,
clapping and swaying along to the melodies.
The concert concludes at 8:00 pm and after a full day and evening of activities and
lessons all geared to help her realize increasing independence and self-fulfillment, Abby
retreats back to her dorm room so she can be rested and ready for her next day of
School. Friday will be here soon and she will be traveling home to enjoy the weekend
with her family.
Overcoming all Odds:
Everyday Moments in the Life of Olivia
Olivia Kilkeary’s mom always knew her daughter understood her, she just couldn’t prove
it. Olivia was born blind with additional severe physical and neurological issues that
limited her ability to move her body independently or communicate. Essentially, she
was trapped in a body that did not allow her to interact with the world around her. In
fact, doctors told her parents, Julie and Kevin, that Olivia would probably not make it
through the first year of her life, let alone live long enough to graduate from
kindergarten.
But with sheer determination and unwavering support from her family, Olivia set to
prove this prognosis wrong. When she was diagnosed with Cortical Visual Impairment
(CVI), a neurological disorder that affects the visual pathways to the brain, her parents
took her to a transitional infant care program where they met international CVI expert
Dr. Christine Roman. They learned that with proper intervention and instruction, Olivia’s
vision could improve.
At three years old, Olivia’s parents enrolled her in the School’s preschool program
where the staff began to address not only her vision deficiencies, but her additional
complex challenges as well. They knew that by improving Olivia’s use of her vision, new
doors of communication and independence would open for this remarkable young girl.
And with the aid of technology, precision teaching and therapeutic intervention, Olivia
has finally been given access to her childhood and life, learning language and connecting
with others.
This past June, Olivia, now six years old, graduated from the Kindergarten program at
the School for Blind Children. She accepted her diploma by driving her power wheelchair
up to the podium in front of a large crowd that included her proud parents, big sister
Faith and little brother Kevin. This special moment was validation of her family’s hopes
and aspirations for Olivia. “It’s amazing to me that for a blind child, her vision has
become her strongest tool,” said her mother. “So many things we never thought would
be possible have happened. We feel so blessed to have the opportunity to send her to
this School.”
Here is a look at a day in the life of Olivia Kilkeary:
It’s 9:15 am and Olivia Kilkeary is dropped off at School by her mother and escorted by
her Private Duty Nurse, Elena Flores-Noel. After a few goodbyes from Mom and a kiss
from her little brother, Olivia makes her way up to her instructor Allison Burke’s
classroom where she will begin her day. First up is a one-on-one session with her Speech
Language Pathologist, Diane Evrard.
Evrard works with Olivia on an electronic eye gaze communication device that allows
her to make choices during activities that are geared to instill comprehension, literacy
and other pre-K concepts. “I see both of those beautiful eyes, now lift your head up
sweetie, so I can get the machine calibrated,” says Evrard. The device is a humancomputer interface that uses an infrared ray that reads where her pupils are looking on
the screen and offers Olivia a means of expression and communication.
Using verbal prompts, Evrard asks Olivia if she’d like to color, play a game, read a story
or sing a song. Olivia looks over the computer screen and chooses to sing the song “Old
MacDonald.” But she quickly changes her mind as her eye gaze darts over to the “Go
Back” option on the screen. “Itsy Bitsy Spider” wins out in the end. Evrard begins singing
the popular children’s tune complete with props that aim to encourage and reward
Olivia for her efforts and participation.
After finishing her activities with the eye gaze device, Evrard begins a lesson using the
Accessible Literacy Learning Program (ALL). The ALL reading program was designed for
students who use augmentative communication devices but have the potential to learn
to read. Evrard holds out a laminated sheet of paper displaying three pictures and the
corresponding words underneath. She slowly enunciates the words on the paper and
asks Olivia to find the word “cup.” Evrard closely watches where Olivia’s eyes focus on
the paper to determine if she locates the correct word. “She’s so amazing,” Evrard says.
“She works extremely hard on every lesson.”
By 10:05 am Olivia joins her instructor and classmates in a group game. She is
repositioned out of her wheelchair into a Rifton Chair that encourages normal posture.
Her nurse interrupts only briefly to take her temperature, to ensure she’s not becoming
overheated.
Burke presents Olivia with a bunch of different colored flowers and asks her to choose
which one she’d like to dig for today. The activity is designed around one of Olivia’s
Individualized Education Program goals to visually scan a complex array of objects and
make a choice. Her teacher carefully watches where Olivia focuses her sight and is able
to interpret her preference.
Olivia was evaluated using the CVI Range (Roman 2007), a functional vision assessment
tool that identifies the presence and extent of characteristics of the disorder so they can
be targeted for intervention. Olivia recently scored 8 out of 10 (0 being no functional
vision and 10 being typical or near-typical visual functioning). By working with her
instructors on games and activities like this one, Olivia is able to work on increasing her
abilities and visual proficiencies.
“Now, what do you need to dig up a flower?” Burke asks while hitting a switch that has
several different answers recorded on it. Olivia waits until she hears the word “shovel”
and then moves her fisted hand ever so slightly to push the button.
Following the group game, Olivia’s Occupational Therapist Dianne Penfield arrives to
take her for a driving lesson in her power wheelchair. Using her head to control the
chair to move in all directions, Olivia has excelled this school year utilizing her peripheral
visual fields while driving, learning to turn and follow directions. “She loves to spin
around while driving, I think it’s a sense of freedom that she didn’t have before,” says
Penfield.
When she arrives back up in the classroom, Olivia rejoins her friends in an art activity
and then gets ready to have some lunch. Not able to eat traditionally, she receives all of
her nutrition through a G-tube. However, she does have some say in how she would like
to have her lunch today. Using the eye gaze device, Olivia lets her staff know that she
would like to have lunch lying on her side while using a fan with butterfly chimes and
watching a bubble filled aquarium toy that she activates by using her hand to push on a
switch.
After all the students finish their lunches, tend to bathroom breaks and have some time
for free play, It’s already 1:50 pm and time for “Superstar,” an end of the day ritual with
singing and reviewing.
Olivia is helped into a stander that will enable her to do some weight bearing exercises
on her legs. Burke begins recording a message for Olivia’s switch that she will take home
with her to communicate to her family what she did today at School.
“You did such an amazing job today Olivia, you really were a superstar,” said Burke who
clearly relishes in the opportunity to praise her student. After each of her classmates
has their own shining moment, it’s time to get ready to go home for the evening. By
2:45 pm, Olivia’s mom and siblings arrive to pick her up, eagerly asking her Nurse how
their superstar’s day went at School.
Time Well Spent:
Playful Moments in the Outreach Program
From toddlers to adolescents transitioning into adulthood, the School for Blind Children’s
Outreach Department has programs and services available to help individuals with visual
impairment break down the barriers that hamper them from reaching their potential. The
School proudly partners with several of our region’s School Districts and Intermediate Units
to provide students with visual impairments the needed educational and supplemental
services.
Focused on the unique needs of youth with visual impairments, the Outreach department
provides consultations, functional vision evaluations and training throughout the state on
issues and strategies related to visual impairment and blindness. Specialty areas include low
vision, cortical visual impairment, orientation and mobility, braille literacy and skills of daily
living.
During the 2010/11 school year, the School’s Outreach efforts continued to increase
substantially, positively impacting 20% more individuals than the preceding year through
direct services, evaluations, clinics, consultations and summer camps. This trajectory of
growth represents our unwavering commitment to enhancing the lives of all youth with
visual impairment in western Pennsylvania.
Another highlight of the year was the completion of a mentor training program for children
with Cortical Visual Impairment (CVI). This program equips mentor teachers employed at the
School and elsewhere in Pennsylvania with increased capacity to assist other teachers with
instructional interventions for this specific diagnosis.
Our youngest clients are served through the TODDLER Program which provides free, vital
early intervention services to Pennsylvania families of infants and toddlers who are legally
blind or have suspected blindness. As a supplement to the TODDLER Program this year, the
School initiated a play group entitled P.A.L.S. (Play, Achieve, Learn and Socialize). Sessions
are designed to offer young children with visual impairments and their families the
opportunity to socialize, play and learn amongst other children with visual impairments.
Directed by experienced professionals, the kids benefit from small group instruction, peer
interaction and activities designed to meet each child’s specific abilities or needs.
Let’s take a look inside a P.A.L.S. Play Group session:
“Hello, how are you, now turn to your neighbor and shake their hand,” sings Outreach
Director Beth Ramella and Speech Language Pathologist Lisa Reale. The friendly introduction
signals to today’s participants that the Play Group is now beginning.
While solitary play is important, children learn how to get along and learn from others while
engaged in group play. They experience group processes of thought and the give-and-take of
compromising. In this sense, play is real-life learning. It helps them get ready for the
everyday experience of interacting with others.
Additionally, for many of the special youngsters who take part in the Play Group, this is their
first time in a group setting with peers who also have a visual impairment.
The P.A.L.S. Play Group had its inaugural sessions in the spring that proved so successful that
a summer session was immediately scheduled.
On this Wednesday morning, three young children and their parents gather in the School’s
Great Room at 9:00 am to have an opportunity to enjoy each other’s company while working
on fundamental goals designed around their vision deficiencies. Isabella and Tommy are two
years old, while Wyatt is the senior of the group at three. Each child was asked to bring in a
favorite item or toy for today’s “show and tell” portion of the session. Tommy has brought a
tambourine and is amiable to share it with his friends.
“Can you hear this Wyatt?” asks Ramella as she shakes the instrument while positioning it
within his field of vision. She watches closely until Wyatt uses his gaze to locate the
tambourine and then urges him to reach out and grab it with his hands.
But the Play Group’s benefits extend not only to the children, but also to the parents who
attend. The gathering provides much needed opportunities for social interaction, support,
advice and sharing with others the struggles and successes they’ve realized raising a toddler
with special visual needs.
Jessica Kovacs, mother of Tommy, explains how having a child with a visual impairment can
feel very isolating since blindness is such a low incidence disability. “It’s hard to find others
who really understand since our questions are so specialized,” Kovacs says. “Our children
have had such different life experiences and talking with other parents is great and often
gives me ideas that help Tommy.”
By 9:20 am, the students have finished up the “show and tell” portion of the session and the
instructors bring out a big drum.
The kids enjoy banging on the drum while the staff prompt them to follow their lead, hitting
to the beat of 1,2,3. Isabella catches on quickly and smiles widely, secure in knowing she’s
doing it correctly.
Following this activity, the youngsters delight in seeing Ramella and Reale unveil a colorful
parachute. “You are going to feel the wind when we raise our arms up in the air,” says Reale
as each child and parent grabs a portion of the fabric. They shake the parachute to some
music and the kids can’t help but laugh when it tickles their legs.
As the final activity of the hour-long session, Ramella brings out an iPad and engages each
child to play an interactive game on the device. “Do you hear the dog barking in the barn?”
she asks Tommy. “Reach out and touch the screen and make it go away,” she encourages
him. The activity promotes use of the children’s visual, auditory and tactual skills while
teaching them about cause and effect. But to kids, it’s just a fun game.
And, in essence, that’s the beauty of the Play Group – learning visual and developmental
skills through play. But it’s now 10:00 am and a chorus of voices sing, “Hi Ho, Hi Ho, Play
Group is done you know,” signaling its conclusion until the next time.
Finding the Time:
Parent/Volunteer Kim Domonkos Makes a Difference
Balancing all of life’s demands can be difficult enough, let alone if you have a child with
special needs. Likely your days are filled with appointments, therapies and other
responsibilities necessary for the care and development of your child. Finding time to do
much else might be challenging – in fact, almost impossible. Proof to the contrary is Kim
Domonkos, who never seems to miss a beat as mother of Luke, a six year old student in
the Early Childhood Department at the School for Blind Children.
In addition to tending to her son who is blind and has a form of RETT syndrome, she also
serves as the Treasurer of the Parent/Teacher Organization, volunteers weekly at the
School’s on-campus store and is studying accounting at Seton Hill University.
Bubbly, cheerful and with a southern drawl indicative of her North Carolina roots, Kim is
one of the many parents, volunteers and contributors whose involvement helps make
our organization a dynamic and invaluable institution for our pupils and their families.
Kim met her husband, Stephen, while he was serving in the Marine Corps in North
Carolina. After they married and moved to the town of Perryopolis, Pennsylvania, close
to his relatives, they had their son Luke in 2005. They first learned about our
organization through their participation in the School’s early intervention service, the
TODDLER Program, which was recommended to them by a physical therapist. “I was so
amazed with the TODDLER team’s wealth of knowledge. They were tremendous and got
Luke to do things I could have never thought possible,” Kim said.
When it came time for Luke to start pre-school at age three, Kim arranged tours at a few
different places. Armed with two pages of written questions, their first stop was the
School for Blind Children. The answers were fast in coming. “The place and people
answered all the questions and we immediately made up our minds that this is where
Luke belonged,” she laughs. “We didn’t even bother to tour the other schools, we were
that impressed.”
As fortunate as Luke’s parents felt by finding a school to entrust their child’s education
and safety in, the School feels doubly lucky to count the entire family as members of the
School community.
Here is a look at a day in the life of Kim Domonkos:
It’s a rainy Tuesday and Kim arrives at the School at 8:50 am with Luke in tow. It’s
already been a difficult morning—Luke didn’t want to eat his breakfast and decided to
spit it all over her, she admits with a chuckle. After unloading her son from the car, she
assists him into his wheelchair and takes him up to his classroom.
Like most mothers, she’s eager to brag about her child’s recent accomplishments. In the
three years he’s been attending the School, he’s made tremendous improvements each
school year. This year it’s his switch-work on his adaptive communication device that
has really impressed her. “It’s opened my eyes that he understands a lot more than I
have given him credit for,” she adds.
After saying her goodbyes to Luke and his staff, Kim heads across the street to the Mary
Schenley Building to volunteer time at the School’s on-campus general store, the Lion’s
Den. The prime location for student vocational training, the Lion’s Den employs student
workers. These students are actively engaged in greeting customers, ringing up
purchases, stocking inventory and pricing items.
As a school-based enterprise, the store was designed to help young people gain basic
vocational skills. Tasks and equipment are adapted to compensate for the students’
sensory deficiencies and challenges. Often times, the youngsters are assisted by staff
members or volunteers, like Kim, during their shifts.
Kim volunteers two days a week at the store and is keen to do whatever needs to be
done, including stocking shelves, cleaning or running the cash register. But helping the
students is by far her favorite duty. “She’s really great with the kids,” says Job Coach
Donna Babjak. “She’s got a unique perspective being a parent of one of our students,
but naturally she’s compassionate and understanding too.”
After finishing up her volunteer shift, Kim heads down to the School’s main lobby where
the Parent/Teacher Organization (PTO) is running a Bake Sale to benefit the School. It’s
Election Day and the School is an official polling station. The influx of visitors coming to
vote is capitalized on and parents have come out to sell homemade baked goods, hot
dogs, nachos and other delicious treats in order to raise funds for the School. Kim joins
the ranks behind the tables with the other parents to help with the sale.
“She volunteers for nearly everything,” said Jan Husser, Intermediate Department
Manager and PTO Staff Liaison. “She’s always asking what can she do and how can she
help. It’s inspiring.”
The PTO keeps Kim and the other devoted members busy throughout the year as they
spearhead various fundraising activities such as the Bake Sale, Christmas Wreath Sale
and several Community Support Initiatives. In addition, the PTO honors School
employees during the popular “Staff Appreciation Day,” and provides holiday cheer with
the distribution of gifts to all students.
In the midst of her Bake Sale duties, Kim escapes briefly to see Luke, who is having lunch
in a nearby dining room. His face lights up as soon as he realizes his mom is near. After
the quick visit, she heads back to the Bake Sale to help until it’s time to pick Luke up at
the end of the day.
In her downtime, Kim is often seen on campus studying as she prepares to graduate
next year with her degree in accounting. Her hope is to become a CPA and work from
home so she can continue to spend quality time caring for Luke and volunteering at the
School.
By 2:30 pm, Kim makes her way back across the street to the Janet Simon Building
where Luke awaits her in his classroom. His instructor informs Kim he’s had a great day,
especially during his time learning to drive his power wheelchair. The proud mother
soaks in the daily report and then loads up his belongings and equipment and the duo
sets off for the hour long drive home.
“She volunteers for nearly everything,” said Jan Husser, Intermediate Department
Manager and PTO Staff Liaison. “She’s always asking what she can do and how she can
help. It’s inspiring.”
Board & Management
Executive Committee:
L. Van V. Dauler, Jr., President
Laura B. Gutnick, Vice President
Todd Reeves, Secretary
Susan McAleer, Treasurer
James M. Ferguson III
Harry G. Kilvanick
Joseph A. Massaro III
Trustees:
Albert W. Biglan, M.D.
H. Scott Cunningham
Anthony H. Evancic
Joel M. Helmrich
Thomas A. Karet
Alan Lantzy, M.D.
Maryjean A. Lovett
James K. Martin
Richard D. Rose
Carole Miner Schuman
Jennifer A. Shuckrow
Honorary Trustee:
Ellen C. Walton
Management:
Todd Reeves, Executive Director/Superintendent/Secretary of the Board
Susan McAleer, Chief Financial Officer/Treasurer
Barbara Cunningham, Employee Relations Director
Brenda Egan, Early Childhood Program Director
Barry Fell, Related Services Director
Maryanne Loebig, Health Services & Residential Night Director
Diane Maurey, Intermediate Program & Residential Evening Director
Beth Ramella, Outreach Director
Rachelle Rectenwald, Transitional Program Director
Rhonda Curry, Residential Night Manager
Nilda Delerme, Transitional Manager
Jan Hackel, Early Childhood Manager
Jan Husser, Intermediate Manager
Dennis Kwiatkowski, Buildings and Grounds Manager
Jillian Pritts, Institutional Advancement Manager
Sharon Schmidt, Activities Manager
Michelle Wilczek, Residential Manager
Jenifer Brander, Lead Behavior Specialist
Amanda Gallagher, Lead Physical Therapist
Mark Kislan, Lead Occupational Therapist
Financial Statements
STATEMENT OF FINANCIAL POSITION
June 30, 2011
Assets
Cash and short term note
Other Current Assets
Investments and Funds Held in Trust
Net Property, Plant and Equipment
Total
Liabilities and Net Assets
Accrued wages and expenses
Accounts payable
Bonds payable
Bond premium/Interest payable
Unrestricted Net Assets
Restricted Net Assets
Total
$
$
$
$
2,391,355
861,352
195,962,871
25,684,424
224,900,002
$
5,772,699
481,682
15,000,000
124,200
185,039,212
18,482,209
224,900,002
$
STATEMENT OF CURRENT OPERATING ACTIVITIES
Fiscal Year Ended
June 30, 2011
Revenue and Support
Commonwealth of Pennsylvania
$
9,837,631
School Districts and Intermediate Units
6,910,820
Federal Revenue
818,249
Contributions and Private Support
1,366,345
Net Interest and Dividends
1,441,324
Total
$
20,374,369
Expenses
Salaries and Benefits
Contracted Services
Operations and Depreciation
Supplies and other Program Costs
Total
Net Gain (Loss)
$
$
$
June 30, 2010
17,034,727
1,090,669
1,646,529
1,502,716
21,274,641
(900,272)
$
2,950,696
901,200
161,205,863
24,806,245
189,864,004
5,543,041
451,906
15,000,000
130,410
152,459,822
16,278,825
189,864,004
Fiscal Year Ended
June 30, 2010
$
$
$
$
$
9,894,412
6,973,475
946,242
1,410,577
1,656,481
20,881,187
16,686,922
1,201,137
1,707,686
1,410,779
21,006,524
(125,337)
NOTES
1. The financial statements have been prepared on the accrual basis. Accordingly, revenues and support are recorded when earned
and expenses are recognized when liabilities are incurred.
2. Depreciation has been recorded using the straight line method of depreciation over the estimated useful lives of the assets.
Buildings are depreciated over forty years, building improvements over fifteen years, machinery and equipment and furniture and
fixtures over ten years, and vehicles over four years.
3. Bequests, realized gains or losses, and unrealized gains or losses are not included in the Statement of Current Operating Activities.
4. Investments and funds held in trust are stated at market value.
5. The June 30, 2010 financial statements will be audited by Grossman, Yanak & Ford, Certified Public Accountants.
Bequests
The difference between a minimal education and an extraordinary one for the children served
by our School is due, in large part, to the support we receive from our valued friends and
donors. The School for Blind Children receives appropriation from the state and local school
districts, but those funds alone do not come close to meeting all of the needs of our special
students.
Each child here has a unique story. Collectively, they have all faced unusual odds. Believing that
good education will bring about many positive changes, our staff members try to make each day
count. It is difficult for these youngsters to learn new skills. With perseverance and opportunity,
even the students who are the most challenged by physical, cognitive and sensory disabilities
make progress.
The following pages list the names of the generous people who helped to support the School
over the past 124 years by contributions through wills or bequests. These vital and meaningful
planned gifts underscore the donor’s commitment to the organization’s long–term success.
There are many ways to show your support, for more information on how you can help provide
learning that lasts a lifetime, please contact the Office of Institutional Advancement at 412-6210100, email prittsj@wpsbc.org, or visit our website: www.wpsbc.org.
Louis I. Aaron
Anna Elizabeth Abbott
William M. Achhammer
Louis Adamovitch
Abraham Adelman
Irma N. Agnew
Virginia Aiken
Charles M. Alexander
C.M. Alexander
Grace R. Alster
Charlotte M. Anderson
Rose C. McHugh Anderson
Charles Arbuthnot
Mary E. Armstrong
Zella Armstrong
Joseph A. Aronson
Emma L. Arthurs
Raymond Artz
William T. Aurentz
Sarah S. Austen
Fannie Reese Ayers
Virginia Bach
Ronald T. Bachmann
Morris Baer
Marie A. Bagwell
Utilles Baird
Georgie C. Baker
Ralph W. Baker
Elizabeth M. Bankel
James W. Bannister
Howard O. Barnes
Jean Barnhart
Anna Bowles Bartley
Lawrence Basile
Lucien Graham Bauer
Zelma Smith Bausch
Mary Bayard
Susan Bayard
William H. Bechtold
Anna E. Beck
Flora M. Beck
Marion J. Becker
William G. Beckman
Jean K. Beggs
Ann Marie Behen
Dorothy Jones Beidler
Martha L. Belknap
Thompson Bell
E.F. Thompson for Elizabeth Bendrodt
John R. Benson
Phillis L. Bentz
Margaret Evans Berdan
Lillian Berkofsky
J. D. Bernd
Robert N. Bethell
W. S. Bickart
Julius S. Bickert
Emma W. Bihler
Elsie L. Bihlman
Sophia Binder
Mary M. Bindley
Myra J. Binsley
Susanna Bischel
Marion Blakeley
Anna Rachel Blanchard
Adele L. Blayney
Elise K. Bloom
Frederick W. Bloom
Emma M. Blum
Henry F. Boettcher
R. H. Boggs
Laura K. Bogler
Rinehart Bohn
Conrad H. Bokerman
George P. Bollman
Laura H. Borland
Henry W. Borntraeger
Helen B. Boswell
Louis Bowers
Dean A. Boyd
Callie Bragdon
Olive F. Bragdon
Elizabeth J. Brandon
Herman Brandt
Arthur E. Braun
Ethel C. Brawn
Kathryn E. Breitweiser
Mary E. Bridges
Emma Dale Harrison Broadhurst
Alice E. Brock
Anna Cloyde Brooks
Charles A. Brooks
Daisy C. Brown
Russell V. Brown
Carl W. Brueck
Grace H. Buck
Shirley Budke
William C. Buechner
Henry Buhl
Emma V. Bulger
Louise G. Bumgarner
Helen Borland Burchfield
Sara M. Burckart
Zita M. Byrne
Katharine P. Caldwell
Eleanor B. Calhoun
Clyde William Campbell
Emma M. Campbell
Henrietta T. Campbell
Margaret Shaw Campbell
Virginia Campbell
Walter J. Campbell
Grace Carson
Julia Carson
Robert Carson
Evelyn E. Catanzaro
Milton Chait
Esther Chianese
Elizabeth R. Childs
J. Mabon Childs
Rose A. Choffin
Elizabeth G. Cisneros
Armede B. Clark
Marie E. Clark
Ella May Clarke
Helen Clarke
Helen P. Classic
Sara Agnes Clendenning
Mary Louise Cochrane
Carrie Cohen
Kate Cohen
Charlotte Collison
Cora Conley
Virginia French Conley
Vaseleke H. Constandy
Katherine Hunter Conroy
Grace Coulter
Sarah J. Craig
Dorothea Crane
Estella Wood Crane
Edwin R. Crawford
Stanley E. Crawford
Jane S. Cromer
Floyd W. Crowne
Grace A. Dailey
Alice H. Danahey
Samuel H. Darrall
Laura Jane Daryman
Mary E. Davidson
James R. Davis, Jr.
Julie Marie Davis
Lottie Davis
Bessie R. Dawson
Margaret E. Dawson
Harvey Deaktor
Samuel Deaktor
Lora M. Deane
Harry D. Deloe
Alexander Dempster
Peter Denby
Loretta DePerro
Mary DePippa
Rose Derov
A. J. DeRoy
Fredericka Detrich
Alice Devey
Sara T. Dewsnapp
Emily Gertrude Davis Dible
Susanna Diffenbacher
Harry F. Domhoff
Jessie J. Domka
Amanda B. Donahue
Ruth E. Donnally
J. J. Donnell
Ruth E. Donnell
Tille Dorsey
Elizabeth Dougherty
Joseph M. Dougherty
Mary C. Dougherty
Ethel R. Douglas
Germaine A. Douteau
Alma F. Drake
Paul H. Drees
Lois A. Duer
William H. Duff, III
Elsie G. Duga
Louis S. Duncan
Mary L. Duncan
Mary I. Dunne
Thomas N. Dunne
O. M. Eakins
Dorothy M. Eardley
Mary E. Earl
Eliza T. Edwards
Margaret K. Ege
Benjamin Ehrenberger
Josephine M. Eichenlaub
Ola Edeburn Eick
Marjory S. Eiseman
Carl Walter Elsholz
Georgia Elton
June Y. Enelow
Leonard Enelow
Harry N. Englert
E. Marguerite Erhard
Elizabeth Braun Ernst
Ann Marie Esposito
Arthur Evans
Howard S. Evans
Oliver L. Evans
Thomas R. Evans, II
Laura Evans-Ford
Lois H. Fabiani
Mathilda Fagan
Dallas Darow Fahey
Patricia Fallecker
Frances A. Faloon
Albert Farber
Rachel A. Farrington
Evelyn Fawell
Olga M. Fay
Viola E. Fehr
Mary Warfel Ferguson
Etta Pearle Fincke
Charles Finegan
J. B. Finley
Margaret H. Finley
Jeanette Finn
Helen J. Fleck
Lloyd Fleming
Robert W. Flenniken
Alice M. Flick
Daniel C. Flory
Myrtle Forsha
Gertrude Forster
Curtis S. Foster
Fay Foster
James Foster
Louis Foster
Ella H. Frank
Vera G. Franklin
Emanuel Frederick
Harry W. Freye
Jacob C. Fry
Grace A. Frye
Thomas B. Frye
Margaret F. Fugh
Carl J. Fuhr
Helen Ruth Fullerton
Louis M. Fushan
Jessie M. Galbraith
Katherine Clapp Galbraith
Margery Galer
Elisabeth E. Gannon
Gyla W. Gardiner
Esther L. Garber
Minne B. Gerst
Charles C. Gerwig
Elizabeth H. Gettman
Flora M. Gilbert
Thelma Giles
Mable D. Gilleland
J. Laird Gillespie
Thelma H. Gillespie
Charles H. Gilmore
Ann Gilpin
Fannie I. Glass
Sara Glenn
Harry G. Goff
Minnie Klein Goldberg
George Goodwin
Thomas C. Gordon
Alice Morgan Graff
Charles H. A. Graham
Caroline Graper
Ella Graubart
Albert B. Graver
Clara E. Graver
R. D. Gray
Ruth T. Gray
Mildred S. Greer
Sadie Grekin
Lillie Griffith
Margaret E. Grimpe
Michael A. Gross
Mildred Gross
Arthur M. Grossman
Martha Guenzer
Agnes M. Gulentz
Essie V. Gullett
Augusta S. Gundlach
Margaret A. Gundlach
Charles E. Gundy
Frances S. Gunn
Stella H. Guthrie
George Halpern
Lillian G. Hapern
Anne Halpin
George V. Hamilton
Marianne Rea Hamilton
Benjamin Hammond
Irma McDonald Harding
Edith H. Harper
Lola Harrison
Eliza D. Hartley
Helen Hartley
Goldyne Hartman
Mabel Daley Hartman
Mary K. Hartzell
Ida Hasson
Lloyd J. Hayden
Minnie B. Hayden
Charles Hays
Robert E. Hays
R. M. Head
Alvin D. Headrick
Gertrude B. Heard
James D. Heard
John J. Heard
Jessie O. Heasley
Annie May Hegeman
Anna Mae Heinlein
Hazel Helm
William A. Henderson
Carl C. Henning
Suzanne O. Henry
Dolly L. Hensel
Eva Herbst
Margaret M. Heron
Oliver S. Hershman
H. W. Hespenheide, Jr.
Harriet Hespenheide
Virginia V. Hewitt
Margaret Heyl
Joseph Hicklin
Anna A. Hicks
Lewis W. Hicks
Melinda Morrow Hicks
Wenman A. Hicks
William W. Hicks
Edna P. Hoag
D. Hoburg
E. Hoburg
Dorothea Van Buren Hoehl
Roxie Snyder Hoehl
Bertha C. Hoffrichter
Christopher Holl
Jane Holmes
Nathaniel Holmes
Philip Edward Horn
Marie L. Hornberger
Portia T. Hosler
Charles E. Hoting
Mary E. Hoting
Evelyn H. Housley
May Howard
Mary A. Howe
Clara Boehm Howell
Nancy Howell
Frieda E. Hoy
Alexander Hreachmack
Rose M. Hughes
Mary A. Hughes Hunt
Helen M. Hurst
Irene G. Hutchinson
Nannie A. Igram
Grace I. Irwin
Albert Isay
Mathilde Ittel
Fleda F. Iversen
John Jablonsky
Gertrude Jenny
Mary Jernberg
Fern MacLure Jobe
Laura T. Johnson
Agnes M. Johnston
Dorothy Layman Jones
Elizabeth G. Jones
Mary H. Jones
Thomas Lewis Jones
Helen Grace Jordon
Mary Junker
Oliver B. Kalar
Anna M. Kambach
Helen M. Karey
Rachel Katzenmeyer
G. A. Herman Kauffeld
Ethel Kay
Elizabeth H. Keating
Dorothy M. Kelly
Vivian Kelly
Nell Kennerdell
Annie Given Kerr
Laura Ketterer
Beatrice King
Fannie M. King
Willis L. King, Jr.
Francis H. Kirker
Mathilda Klages
Samuel Sandor Klein
Raymond F. Klinzing
Beatrice Kohn
Margaret B. Kohn
Pearl O. Kramer
Arthur A. Kridel
Edith G. Krueger
Louise Kumer
Louise S. Kumer
George W. Kummer
Elbert N. Kunkle
Carol Kurtz
Norman Kuzma
Florence Barrett Ladd
Walter J. Laitsch
Bertha M. Landau
Ethel LaSalle
Hilda H. Laub
Henry A. Laughlin
Josiah Lazar
Robert G. Lea
Anna Ledrich
John M. Lee
Lillian F. Leff
Elizabeth LeGoullon
Leo Lehman
Myra Love Lermann
Bell McC. Lessenberry
D. D. Lessenberry
Yetta Levenson
David Levison
Ralph Levison
Sanford A. Levy
Harold J. Lewis
Laura E. Linke
Henry E. Linton
Richard Little
Dorothy Livingston
Margaret A. Livingstone
Marie Locher
Ida A. Lockhart
A. Howard Logan
Giambattista Lombardi
Helen Londo
Albert M. Long
Jeannette Long
Lillian Lonkowski
Sara H. H. Lopatnikoff
Emma Luderer
Ellen Ludwig
Margaret Lyle
Marguerite MacIntosh
Louise Maeder
Ella J. Maher
Annie W. Mahood
Emile Majerus
Nelle Mallison
Ida Mann
Julia Marchulinas
Ben Mardowitz
Melvin Markowitz
Julia Marks
Elsie G. Marshall
Irene Marshall
Anna Z. Martier
Elizabeth D. Martin
Fannie Martin
Nellie C. Martin
S. S. Marvin
Sara Jane Mascaro
Martha Lockhardt Mason
Mary J. Maund
Philomena Mauro
Mary H. Maury
Hugh McAffee
Katherine R. McAleer
Elizabeth Nelson McBride
Evaline B. McBride
Emma M. McCall
Alice M. McCann
Paul J. McCann
Grace C. McCombs
Aileen McCullough
Jayne E. McDaniel
Nell A. McDonough
Edmund McElwain
Kate G. McFadyen
Annabelle Livingston
McKerahan
Helen J. McKesson
Helen R. Milar
Jesse C. McMillan
Florence D. McMillen
David C. McNary
Elizabeth J. McPherson
Mary McPherson
Howard W. Meider
Jennie King Mellon
Sara Mendelson
Ethel E. Merkamp
Louis A. Mertz
Celia Mervis
Willa Metz
Elizabeth K. Metzger
Bernard Meyer
Helen R. Milar
Annora S. Miller
Charles S. Miller*
Edith S. Miller
Ella B. Miller
Ida Mae Miller
Francis B. Miller
Mary Jane Miller*
Mildred Miller*
Samual H. Miller
Torrence Miller
Ernestine T. Moenius
Jean Molchan
Clara H. Moore
Edna Gray Moore
Thomas B. Moreland
Pauline Morgan
Ruth E. Morgan
Catharine G. Morrow
Edith B. Morse
Carolyn Mortensen
Margaret Irene Moser
Jessie Movizzo
Charlotte Murray
Harry M. Murray
Margaret C. Murray
Wilfrid Murtland
Nellie A. Myers
Helen Donhoff Neely
Mary F. Nelson
Theodore Neppach
Regina U. Nestor
John Nesuta
Rose Neuman
Maxine Newcomer
Emma Nickel
Joseph Nicklin
Mary C. Niebaum
Ida J. Niemann
Howard A. Noble
William Norris
Fulton Clark Noss
Jane F. Novak
Mary M. Oberlin
Irene O’Brien
Thomas J. O’Donnel
Nelle M. Oliver
J. Henry O’Neill
Josephine T. O’Neill
M. Oppenheimer
Clara A. Opperman
Rebecca J. Packer
Christopher L. Painter
Jacob Painter, Jr.
Mary D. Parkhill
Alex H. Patterson
Jacob W. Paul
Margaret S. Paul
Helen Penn
John P. Penny
Virginia Peters
George Pfeil
Charles J. Phillips
Myrtle C. Phillis
Karl A. Pillow
Titus G. Pope
Henry Kirke Porter
John Porterfield
Emily Powell
Amilia C. Proft
James A. Quinn
Helen M. Ragner
John R. Ranson
Dixie Walker Rea
Frances Rea
Elsie Rearick
Flora E. Reeg
Victor C. Reiber
William R. Reichle
Lois E. Reid
Wilson H. Remmel
Barbara Weinman Rickert
Mary E. Rieck
Earl H. Riefer
Matilda A. Rieger
Hilda S. Rieland
Dorothy Roach*
Alice E. Robertson
Elizabeth R. Robinson
Joseph G. Robinson
Martha J. Robinson
Glen K. Rodemoyer
Marie Rohrer
Lucille R. Roithner
Samuel Marks Rose
Charles J. Rosenbloom
Freda Rosenblum
Dorothy Peoples Ross
Elizabeth Weaver Roth
Charlotte Rubenstein
Mary L. Rudolf
Wilma Ruf
Florence Rumbaugh
Mildred Rupp
Paul D. Sack
Elizabeth Salzer
Helen M. Santillo
Minnie Sartoris
Frank C. Sauer
Loretta A. Sauer
Miller C. Schafer
William. E. Schafer
Mary E. Schenley
Irving Schiffman
June Schiffman
Fred Schiller
Howard M. Schirra
Ethel R. Schmidt
Garnet B. Schmidt
Irene M. Schmidt
Ruth B. Schmidt
Paul Schmitt
Lucy Ames Schmitz
Virginia Schomaker
Mollie Schonfield
Gretchen Schoonmaker
James M. Schoonmaker
Rebeka C. Schoonmaker
William F. Schoonmaker
Simon Schreiber
Wilhelmine Schreiber
Harry A. Schroedel
Letty F. Schulga
Paul G. Schultz
Charles E. Schultz
Charles H. Schultz
Elizabeth F. Schwartz
Paul H. Schweizer
John B. Scott
Joseph Scully
Rose Marie Scully
Issac Seder
Margaret K. Seely
Richard B. Seib
Horace Luther Seifert
Frank Sepic, Jr.
Samuel Lloyd Shank
Barbara Shirk Shaw
John G. Sheafer
Hyman Shear
Jeanette B. Shear
Helen E. Sheffel
Joseph R. Shermer
Rose Levitt Shermer
William Sherwin
Leo S. Shipkowski
Harold G. Shirk
Norma Jackson Shirk
G. Albert Shoemaker
Ida Mae Shoemaker
Catherine Showers
John Shubelka, Jr.
Lena Sievwright
Luella M. Simonton
Ethel Seavey Simpson
Pearl I. Simpson
Meyer H. Sivitz
Jean M. Slack
Vera Slater
Vera H. Slater
Carol Sloan
Louis M. Sloan
Hilda E. Sloop
Catherine M. Slowey
Edwin A. Smith
Esther Smith
Frances L. Smith
Marie R. Smith
Mabel L. Smith
Marion H. Smith
William M. Smith
William Metz Smith
Mrs. George C. Sneathen
Evelyn Carhart Snyder
H. C. Snyder
Mary Elise Snyder
Carrie Haws Sobey
Amelia Solomon
Alberta L. Sowash
Charles H. Spang
Norman Spang
Marjorie Spector
George J. Stanley
Martha S. Stanley
Wilmer T. Starkey
William Steele
Viola Steelman
Anna M. Steffler
Christina F. Steibel
Marie K. Steinecke
Paula Steinmetz
Mary A. Stenger
Elizabeth B. Stephan
Josephine A. Stephens
Marguerite Stevenson
Dolores Stewart
Ruth Stewart
Ambrose H. Stiffler
Marie M. Stockdale
Helen M. Stolzenbach
Emily Stoops
Ruth A. Stott
George Strasser
Mary Agnes Stuckey
Bertha E. Succop
Dorothy M. Suckling
Rosalie T. Suess
Grace Z. Sugerman
Helen W. Sullivan
Valerie Supuran
Mary Crocker Sutton
Mildred Sutton
Olive E. Swank
Gwen G. Swart
Helene I. Tadowsky
Charles L. Taylor
Margaret F. Taylor
William Thaw
Pearl L. Thayer
William G. Thiele*
Vesta Thomas
Hazel O. Thompson
Hazel Van Buren Thompson
Marie N. Thompson
Oscar G. Tiedeman
Mary Cushing Tiotus
Elmer F. Toomey
Mary R. D. Torrance
Ernest Trent
Matilda S. Trudal
Mrs. Dagmar J. Turner
Frances Turner
Lillian W. Turner
W. Alfred Turner
Cora M. Tustin
Anna C. Unverzaget
Murmon T. Von Ordstrand
Ella D. Vaughn
Virginia D. Viverette
Agnes Voelker
Elizabeth M. Vogeley
Helene B. Volkwein
Wilhelmina Wagner
Frances C. Walker
Mary Elizabeth Walker
Rheyna Miller Walker
Forest F. Wallerstedt
Lena Sisco Walter
Elzey Thomas Walton
Dorothy Washchyshak
Marian Waugaman
William Weil
Joseph Weisbrod
Edith E. Weitershausen
Anna Welch
Mary Wellington
Ethel M. Wendell
Peggy Lee Wentzel
Elizabeth P. Wertz
Lorine A. White
Elizabeth C. Whitehall
Florence B. Whitwell
Daisy A. Wickham
Jennie C. Widdman
Sara Cancelliere Wiegand
Myron P. Wiegand
Jebba Dixon Wiggin
Kathryn J. Wilcox
Frederick W. Wiley
Audrey E. Will
Cora Hubbard Williams
Joseph Williams
Marie K. Williams
David B. Wilson
Mabel (Mary) R. Gorman Wilson
Herman Windt
Charles Winfield
Hilda E. Winterling
Anna C. Wise
Marion S. Wissman
Patricia Witherow
Harry F. Wixfort
Helen M. Woerner
Helen Woerner
Mary B. Wolff
Betty Ann Wood
Winifred Woods
Grace Eisaman Wright
Eugene S. Wyler
John M. Yahres
Laura Yost
Helen Young
Margaret Young
Martha Young
Olga Yurkovich
Grace Zahnisger
Hattie I. Ziegler
Howard G. Ziegler
Margaret I. Zimmerman
Ange L. Zinkand
Katherine M. Zinkil
Raymond Zwolski
Nora C. Zyde
A cumulative list of bequests from wills and estates.
Denotes bequests which were received between July 1, 2010 & June 30, 2011.
Mission Statement:
The mission of the Western Pennsylvania School for Blind Children is to be a leading
institution for providing quality special education that foster maximum independence
for children and young adults with visual impairment and multiple disabilities.
Furthermore, the School’s Outreach efforts are designed to assist all western
Pennsylvania youth with visual impairments to reach their full potential by delivering
programs and services to them and their families.
Writer/Editor: Jillian Pritts
Design: MarketSpace Communications
Photography: Terry Clark
Western Pennsylvania School for Blind Children
201 North Bellefield Avenue | Pittsburgh, PA 15213-1499 | 412-621-0100 | www.wpsbc.org