School for the Blind

Most blind students attend their local public schools, and their educational needs are met by itinerant specialists who travel to them. This approach allows them to learn alongside sighted peers, while still receiving individualized instruction in the skills and tools of blindness.

State-Run Schools

There are 34 state-run schools for the blind, which includes institutions in many states such as Alabama, California, Florida, Illinois, Texas, Maryland, and others.  State schools remain critical hubs for:

• • Students with multiple disabilities, deafblindness, or complex needs.

  • Specialized training (Braille literacy, mobility, technology).

  • Professional development for educators in vision education.

State-run schools for the blind are historic, publicly funded residential institutions that not only educate students on campus but also serve as statewide resource centers. While far fewer children attend them today compared to the past, they remain essential centers of expertise in blindness education.

In addition to the academic advantages, state schools for the blind (through leagues like SCASB) ensure that blind students can compete in sports just like sighted students do in regular interscholastic leagues. For students in public schools, inclusion depends more on individualized accommodations — though national organizations and adaptive sports programs are expanding opportunities.

Private Non-Profit Schools

According to the American Printing House for the Blind (APH), in 2022 about 4,539 students (8% of legally blind students in K–12 or similar education settings) were enrolled in residential schools for the blind. While this confirms the presence of additional schools, it doesn’t specify how many exist, but reinforces their ongoing use.

While the state-run residential schools form the backbone of blind education in the U.S., there’s also a strong network of private nonprofit institutions (like Perkins, Overbrook, St. Joseph’s) and religious/charitable schools. Most of the non-state-run schools fall into two categories: private non-profits and religious/mission-based institutions. A few examples:

Perkins School for the Blind (Massachusetts)
– Founded in 1829, the first school for the blind in the U.S.
– Still operates as a private, nonprofit, international leader in blindness education.

Overbrook School for the Blind (Philadelphia, PA)
– Established in 1832; serves students from birth to age 21.

St. Joseph’s School for the Blind (Jersey City, NJ)
– Catholic-affiliated, nonprofit; offers specialized education and adult services.

Washington State’s Foundation for the Blind runs some programs outside the state system.

Some Catholic and Protestant organizations historically founded blind schools that still exist in some form (like St. Joseph’s above).

These are generally supported by charitable donations, tuition, or contracts with local education agencies.

How They Differ From State Schools

Funding: State schools are publicly funded; private ones rely on tuition, donations, grants, or contracts.

Admissions: Private schools often accept out-of-state or international students more easily.

Programs: Many private/nonprofit schools offer transition to adulthood programs, assistive tech training, or international outreach (e.g., Perkins has programs in ~100 countries).

ARD

An Admission, Review, and Dismissal (ARD) is a meeting at school, where the child’s team and parents review goals and develop an IEP for the student. The ARD is run according to a formal outline by a designated ARD facilitator (it is all dictated by law), but during each discussion there can be informal times to share and collaborate, too. Kiara’s ARD meetings include her ARD Facilitator, principal, assistant principal, classroom teacher, TVI, Special Education teacher, O&M teacher, occupational therapist, physical therapist, school counselor, and possibly others. It is wonderful to have an opportunity to see everyone at once to discuss my child’s progress, needs, and abilities. (I’ve often wondered why the school nurse doesn’t join us and if there is a policy keeping her from attending, but she’s never been very interested in Kiara’s medical journey so I haven’t reached out with an invitation.) We’ve been very lucky that all of Kiara’s team members are genuinely interested in her success, so we’ve never had to “fight” in an ARD; however, there are several professionals that will accompany you to an ARD meeting to make sure your child’s needs are being met. If you need this kind of assistance, contact your HHS case worker or an advocacy group.

IEP

An Individualized Education Program (IEP) is a document that lists a child’s educational goals. It is developed for each public school child who needs special education; in private school it is called an Individual Services Plan (ISP) and it is far less comprehensive than an IEP (in Kiara’s case it was insulting and pointless). The IEP is created through a group effort whereby each team member fills out forms for their particular specialty and then they are combined into one document that is reviewed at the ARD. It is reviewed periodically (there are legal requirements), and can be adjusted if the child’s needs change. For example, as Kiara’s vision atrophied her plan changed from some print/some Braille to exclusively Braille. The IEP is basically a contract or SOP between the school and your child.

TVI

A Teacher for the Visually Impaired (TVI) is a school teacher that has expertise in working with blind or visually impaired students. He or she understands how visual impairment affects a child’s development and learning, as well as the strategies and tools that can help a child participate in the general curriculum and other activities in school. Kiara’s TVI writes her goals for her IEP, teaches her braille and how to use assistive technology, and makes other adaptations in the classroom so that she can learn.

Orientation & Mobility (O&M)

An Orientation & Mobility (O&M) specialist is a teacher who helps blind and visually impaired students travel. They instruct them on the use of a white cane, how to navigate stairs and other obstacles, and how to identify landmarks so that they can find their way around familiar locations. They also teach “trailing” or running your hand down the wall so that you feel doorways or hallways, as well as many other techniques to help blind students learn to travel safely.