Newsletter
Volume 3 - 2008-2009
For the full newsletter, including
photos, click
here (PDF document).
Getting a Job, Living Independently,
Traveling Safely, and Making Friends:
All Part of Lavelle School’s Educational Program
by Frank Simpson, Superintendent
The educational program for Lavelle students who are
blind or visually impaired includes more than the regular
core subjects of literacy, math, social studies and science.
Our school has a major emphasis, through the expanded core
curriculum, providing training and educational experiences
needed by students to address their unique learning needs related
to blindness and visual impairment. So what is included
in the expanded core curriculum? There are several recommended
expanded core areas that are being taught to students
with blindness or visual impairment throughout the United
States as well as here at Lavelle School for the Blind.
Compensatory or Functional Academic Skills
and Communication Modes:
Lavelle students have many different communication
needs based on their
ages, their degree of
functional vision and
any other disabilities.
Students with emerging
literacy skills in both the
Preschool and Lower
School are learning to
recognize their names
in a variety of ways including
Braille, large
print, or special tactile
symbols. Many objects are
labeled throughout the classrooms,
hallways, bathrooms,
and other areas. Students in
the Upper School are learning
Grade 1 and Grade 2 (contracted)
Braille and several
are learning Nemeth Code
for math.
The entire school environment
provides an opportunity
for developing literacy skills
for any student with a visual
impairment. In addition to
the tactile symbols some students also learn to respond to
sign language. Once communication skills are mastered, our
students can then better access the regular core subjects of
math, reading, social studies and science. Equally important
is the ability to communicate with peers, family, and other
people in developing and enjoying friendships. Without these
skills a child can become very frustrated unable to express
his or her needs and preferences. Our school’s program staff
and therapists are very competent in teaching these modes
of communication.
Augmentative communication devices are essential for many of our students. Our speech therapists work with the
classroom teachers to determine the best possible device and
to integrate the use of the device into all activities. One of
our students is competent in using a Vantage to communicate
in her classroom, community jobs and with friends. She is
constantly increasing her vocabulary and learning to use the
device in all social settings.
Orientation and Mobility:
Louis DeLisi, Robert Cravello,
and Zhichao Yu are our
specialized Orientation and
Mobility Instructors. Every day
they are teaching students to
travel safely in the school buildings
and in the local community.
In the beginning of instruction,
students learn to trail the walls
gathering information about the
environment. Also, staff and
students learn to correctly use
the sighted guide technique to
promote safety. Students begin
at a very young age to use their
canes for travel.
Many Lavelle students use a cane that has a ball tip that
maintains contact with the floor as they move it from left to
right in an arc. This gives the student the most information
about the environment. Older students who are learning
the local streets and intersections often use a cane with a
regular tip. They are learning how to ask a sighted person
for assistance if they need it or to cross independently at
intersections with traffic signals. Each year approximately
18-20 Lavelle students participate in the community work experience
program. They are learning to take buses and other
modes of transportation to
and from their work sites.
Being able to travel independently
as well as with
assistance is essential for
our students in order for
them to access many work,
recreation, and living opportunities.
Social Skills Interaction:
Children who have no visual impairment primarily learn
social skills through watching other children, their family
members, and other adults. Also, they can watch people on
television and at the movies. They see how people greet each
other, turn their heads when they talk, the clothes they wear,
how their hair is cut, how close they stand to another person when talking, and when
other people smile or
flirt with each other.
Children learn about
games and sports by
watching other children
play. Children who are
blind need to be taught
social interaction skills
they cannot observe. For
example, Lavelle School
for the Blind adaptive
physical education teachers, Karen Gerweck and Kevin
Finnerty, make sure students get verbal feedback about what
is happening in the gym. They give information on what
everyone is doing.
Morning Circle in the Preschool gives each student time
to learn who is at school that day . The young student who is
blind may be totally unaware
when his friends are absent.
Deni Fraser, Career Counselor,
and Brigida Liriano,
Social Worker, hold group
counseling sessions where
students discuss appropriate
social and work behavior.
This gives students a chance
to help each other since peer
feedback is often the most
effective way to learn age
appropriate social behavior.
Throughout the school day in every Lavelle program all staff
give students the verbal feedback that they can’t get from
visual observation. It is essential that students get this feedback
on a regular basis. Lack of age appropriate social skills
can lead to social isolation and loneliness.
Learning to be a member of a sports team or clean up
crew develops social skills that are critical in many adult settings.
Our students participate with other students in team
and individual competition on the school campus as well as
in the Eastern Athletic Association for the Blind (EAAB). In
fact, Lavelle students have won awards the past two years at
the annual EAAB meet. Students partner up in some of the
races here at school during the annual school meet. Learning
to be a partner is a very important skill for future social
interaction. Judy Coan, Lower School Principal, works with
the adaptive physical education teachers to prepare our students
for these events both on and off campus.
Independent Living Skills:
Making a grocery list, preparing snacks for the Valentine’s
Dance and safely operating a microwave are just a few of the
skills students learn with Deborah Esposito, Activities of Daily
Living Skills Teacher, in our school’s training kitchen. An important
aspect of ADL is learning to use adaptive equipment.
The Say When, a small device operated by battery, is hung
by a wire bracket on the edge of a cup or glass. This simple
adaptive device makes a buzzing noise when the cup is full.
This is a cue for the student who cannot see when he or she is
pouring liquid. Many other adaptive devices and techniques
are used to make it possible for our students to acquire many useful skills used in every day living.
Some students are being taught basic toileting skills,
eating skills, and tooth brushing. Other students who have
acquired basic skills are working on more complex grooming
skills such as shaving, skin care, and dressing appropriately
for different occasions.
Organizational skills are very important and are stressed
in all independent living skills whether in the kitchen,
classroom, or bathroom. Obviously, this is essential since a
student who is blind cannot visually scan the cabinet, desk,
etc. to see what is missing or out of place. Our occupational
therapists work closely with the classroom staff to coordinate
these activities. The goal is to provide each student the training
and experiences to acquire skills to live as independently
as possible. This training is provided on a small group basis
by the classroom team or an individual basis by the occupational
therapist. Parents are encouraged and supported to
provide their children with opportunities to practice these
skills in their homes.
Our Teen Canteen is open every morning for Upper
School students to get their breakfast and socialize with
friends. Students get practice in using the toaster, pouring
liquids, and cleaning up as well as many other activities.
Recreation and Leisure Skills:
Our annual car wash is a lot of fun. It’s an opportunity to
not only wash a car but also spray a teacher or fellow student
with the water hose. Learning to play Twenty One is not only
an age appropriate social skill but also practices using math
and reading Braille on the cards. Several of our students, both
individually and as a class, have won awards and recognition
for their art work in the annual contest sponsored by the
American Printing House for the Blind. Jessica Jones, our
art teacher, teaches skills and concepts that students use in
creating both representational
and free
form art projects.
This year students
created self portraits
using tactile materials
with amazing
results. Using their
creativity and preferences
many of our
students are developing
skills that they
can use as they further
develop many
recreational and leisure
skills.
“King Revy-Rev:
The Misunderstood”
an original play
with the theme of
patience was performed
by our Upper
School Students
(a.k.a. the Paulding
Players) during
summer school. Jeff
Walsh, classroom teacher wrote and directed the play, with Scott Diamond,
our music teacher, writing the music and lyrics. This was an
excellent opportunity to learn team skills as well as enhance
self esteem and confidence for our students. In addition, it
further develops their interest in plays and drama.
Career Education:
Learning about careers and work responsibilities begins
very early at Lavelle School for the Blind. Students in the
preschool choose classroom jobs such as “line leader, light
switcher, teacher’s helper, or lunch room helper.” They learn
the various community workers such as the mail man, police
woman, fireman, nurse, doctor, and teacher. They role play
these jobs in the dramatic play center. As the students grow
older, they take on more age-appropriate responsibilities in
the school
We are fortunate to have an excellent transition program
for all students 14-21 years of age. The transition program offers
3 opportunities for students including the readiness program,
prevocational program and work experience program.
Our career counselor, Deni Fraser, works with our students
on career exploration and planning through workshops, career
exploration trips, and group meetings. The transition
coordinator, Gary Weir, works with a team including the
student plus classroom staff, rehabilitation counselors from
the New York State Commission for the Blind and Visually
Handicapped, parents, Medicaid Service Coordinators, and
partners from the Office of Mental Retardation and Developmental
Disabilities for planning for post school work and
housing placements.
This past year two parents transition resource meetings
where offered during which parents were able to learn about
community opportunities and resources, including a trip to
a group home and activities center. This year the transition
program will serve 19 students in the community paid work
experience program while offering 15 students a volunteer
work opportunity. The prevocational experience program
will offer on campus work experiences for 35 students. The
readiness program, which can actually start at 12 years of age,
provides more than 20 students skills of daily living and other
assistance that support their IEP goals . In addition to the
transition coordinator and career counselor, 10 job coaches
work in our transition program.
Technology:
E mail has become a big hit with our Upper School students.
Twenty four students have their own e mail accounts.
They have learned how to send and receive e mails within
the school network using print or voice output. The next step
this coming school year will be learning how to make and
download attachments. While some students have learned
to use e mail at home, for most of our students this is a new
experience. This has expanded each student’s world while
giving them skills to use when they leave school. Students in
other classes are beginning to learn basic keyboarding skills
and computer operations. We are fortunate to have a large
technology classroom with 8 work stations. In addition, each
classroom in the Upper School has two computers, one for
the teacher and one for the students. All are equipped with
adaptive technology. Preschool and Lower School students
are beginning to use the computers for literacy skills and games.
Sensory Efficiency
Skills:
Approximately 50%
of the students in our
classrooms for students
with visual impairment
have some useable vision.
In fact, many with
their glasses and magnifiers
can read large
print. Our classroom
computers are equipped
with screen magnifiers
that also can provide
contrasting backgrounds.
Eight of our students have significant hearing losses in
addition to their visual impairments. They are fitted with
hearing aides and use FM units in their classrooms. They are
learning to not only use these aids and devices effectively, but
are beginning to learn to care for the devices.
In order to use their sensory system efficiently and use
the information coming in from their sight, hearing, taste,
touch, smell, and movement our students receive occupational
therapy for sensory integration. We are very fortunate
to employ 5 full time and 2 part time occupational therapists.
They work with many of our students to promote sensory
integration. For most of us, this sensory integration occurs
automatically with no thought or effort. If a child’s sensory
integration does not develop naturally and smoothly, they
can’t rely on their senses to tell them about the world around
then. This in turn causes problems with learning and behavior.
The techniques and treatment plan vary for each student
with the occupational therapist providing guidance for the
classroom teacher and other staff. As the integration occurs,
the child’s behavior becomes more self regulated and he is
available to participate in the classroom.
Self-Determination:
Making choices is an important beginning step in self
determination. However, many of our students have not
had the opportunity to make many choices about their lives.
Lavelle School for the Blind staff makes sure that our students
have opportunities to make choices every day. Expanding
choices requires that a student learn about options that are
available. For example, a student needs career education
and career experiences in order to make an informed choice
and determine his or her career direction. At Lavelle School
for the Blind students, through first hand experience, learn
about different jobs in the community. Likewise, choosing
recreation options necessitates that a student be aware of and
have experiences in different types of recreation. An early
base of making choices and identifying preferences is essential
for self determination and to have control over the future.
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Experience Counts!
Congratulations on 10 Years of Service
Teresa Kavanagh
Receptionist
11 years
Naomi Jeffrey
Teacher Assistant
11 years
Loralee Kaplan
Teacher
11 years
Brigida Liriano
Social Worker
11 years
Jennifer Kaplan
Teacher
10 years
David Jessamy
Teacher Assistant
10 years
Robert Cravello
O & M Instructor
10 years
Teresa Welsh
Controller
10 years
Oriana Yovine
Teacher Assistant
10 years
These 9 employees join 23 other employees
who have been working at lavelle school for the blind
for more than 10 years
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The Lower School is on the M.O.V.E
Mobility Opportunities Via Education (M.O.V.E)
at Lavele Schol for the Blind
by Judy Coan, Lower School Principal
Students participating in the Mobility Opportunities
Via Education curriculum at the Lavelle School for
the Blind use naturally occurring settings within
the school day and special positioning equipment to
practice functional mobility skills. M.O.V.E. is a top-down,
activity-based curriculum designed to teach students basic,
functional motor skills needed for adult life within the home
and community environments. It combines natural-body
mechanics with an instructional process designed to help
the students acquire increasing amounts of motoric independence
necessary in sitting, standing, transfers, walking
and leisure time activities. There are currently 13 students
in the lower school involved in the M.O.V.E. program. This
program has been utilized at the Lavelle School for the Blind
since 2005.
Some of the benefits of the M.O.V.E. program include
increased social interactions, health benefits and community
access. An important component of MOVE programming is
the reduction of supports. As individuals gain mobility they
often rely less on bulky adaptive equipment, resulting in costsavings
and greater access to the community.
One student is now able to sit on a chair with no back or side supports because the staff has gradually reduced those
prompts as indicated in the M.O.V. E. curriculum. This has
increased her ability to participate in group and table top
activities in the classroom. Also, she is now able to sit on a
chair at the dinner table at home with her siblings as a result
of this accomplishment.
Another student is now walking in her gait trainer without
hip positioners. This improvement means that she is
developing greater muscle and leg strength to support her
while walking. Other students are walking greater distances
with little or no support while in their gait trainers or when
given hand held support. This means that they are building
up endurance and that they will be able to walk longer
distances with their families at home and in the community.
Some students are learning to stand and pivot so that they
can support their weight while standing at the changing
table. This will increase their self-esteem, as well as assist
staff and family members who need to help the students in
the bathroom. The benefits of participation in the MOVE
program for Lavelle students continue to grow, as do our
hopes for their future.
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Lavelle’s Broadway Experience
by Juan Alicea, Student
It seems that each child with their parents
go to a Broadway show. They love the
cast, lighting and of course the music and
behind-the- scenes. But what does a blind
and visually impaired person do? They can sit
and listen to what goes on in the show, such as
the music. However, seeing what’s behind-the story
is almost impossible for someone who is
blind, visually impaired, hearing impaired, or
has other disabilities. Recently, students and
staff from the Lavelle School for the Blind, with
the cooperation of the Access for Young Audiences
Program, were able to participate in a live
Broadway show!
Access for Young Audiences is a program
sponsored by TDF, the Theatre Development
Fund. It brings accessible Broadway shows
to people who are blind, visually impaired, hearing impaired, or have other disabilities.
For the hearing impaired, it shows captions during or before a show. For
persons who are blind or vision impaired, a live audio description during a show
is presented to the audience. The narrator talks through the headset microphone,
describing the show, while a user hears it through a handset device with an earphone
attached. This gives you a better understanding of what the accessibility
options are for persons who are blind, vision, and hearing impaired when it comes
to attending or participating in a live Broadway show.
In addition, the students also participated in a pre-performance workshop
sponsored by TDF. An artist comes to each school before their trip to the show
and they talk to the students about each character, the plot of what goes on in the
story, and more. Last year, some of our Lavelle students went to see The Little
Mermaid on Broadway. This time around, more and more students got a chance
to see another Broadway show. They went to see Shrek, the musical. Both of these
shows have been an enjoyable experience. Plans for attending another show are
currently underway. I would like to thank the following who made this possible: Ms.
Kareen Vargas-Colon , social studies teacher and Ms. Jessica Jones, art instructor
and many others. For more information on what the program has to offer, and if
you are interested, please visit www.tdf.org/tap.
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Congratulations
Bob!
The Lavelle Community
would like to recognize one
of our employees for his
exemplary work ethic. For
the past ten years Bob Cravello has
sustained a perfect record for being
on time and for never being absent.
Even his daily commute from New
Jersey could not hinder his flawless
attendance. Lavelle School for the
Blind has been privileged to have Bob
be a part of the staff as a dedicated
teacher of the Visually Impaired and
as a devoted orientation and mobility
instructor. His skill, patience, and
calm demeanor have earned him the
respect of his peers, students, and
their families. Bob is truly a model
employee. Congratulations Bob on
such an impressive achievement!
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Congratulations Michael!
We are very pleased that
Michael O’Connell has successfully
completed an advanced
two week training
program in the repair of the
Perkins Brailler at the Perkins
School for the Blind in Watertown,
Massachusetts. Now
we have the capacity to repair
our own Braille Writers at
Lavelle School. Michael graduated
from Lavelle in 1982
and has been an employee of
Lavelle since October, 1982.
Congratulations!
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Congratulations
Judy!
Judy Coan, principal of our Lower
School has been granted the National
Certification in Literary Braille by the
National Blindness Professional Certification
Board. Congratulations!
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Breakthrough to Literacy
by Lorrie Nanry, Preschool Principal
Breakthrough to Literacy is a researched–based, comprehensive
program that helps young children, Pre-kindergarten
through second grade, develop the foundations for reading
success. Breakthrough helps teachers create classrooms
where children become engaged with language and print in a natural
and positive way. As a result, children learn not only to read but to
enjoy the experience of reading. In school districts throughout the
United States, Breakthrough has demonstrated consistently successful
results.
Developed by Carolyn Brown, Breakthrough to Literacy is built on
a strong conceptual framework that combines behavioral predictors
of language and literacy with the environmental predictors for reading
success. The program guides both students and teachers through
this conceptual framework with the aid of a well-tested process that
includes Breakthrough’s curriculum, instructional activities, and
computerized assessment.
The Breakthrough “Book of the Week” provides teachers with a
systematic way to engage their students in oral activities centered on
a common topic. These repeated, interactive language experiences
build upon each other to establish a strong foundation for reading
success. The “Take Me Home” copy of the book, given to each child
at the end of each week, enables the children to share their reading
experiences at home with their families. The students take pride in
their ability to “read” to their parents and older siblings. These early
literacy opportunities foster a lifetime love of books and learning!
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Parent Transition Resource Meeting
by Diane Tucker, Upper School Principal
Lavelle School for the Blind held its Spring Parent Transition
Resource Meeting on March 25, 2009. The meeting
was organized by Transition Coordinator, Gary Wier and
School Social Worker, Brigida Liriano. In a continuing effort
to inform Lavelle parents about relevant services within
school and available
community programs,
parents were invited to
participate in a two part
experience. The first
part was a tour of two
Institute of Applied Human
Dynamic sites; one
in the Bronx and one in
Westchester. IAHD,
who is a member of the
Office of Mental Retardation
and Developmental
Disabilities community,
provides the
necessary services for
the continued growth
and development of our
students. These services include programs such as the after
school program operated at Lavelle School for the Blind.
Other IAHD programming is available on weekends, providing
further recreational and social outlets to students within
their own communities. The day treatment and prevocational programs of IAHD offer viable alternatives for the future
placement of Lavelle students after they graduate. Ms. Ana
Koessler from IAHD presented parents with information about these various programs.
The second experience was an “Introduction to Braille
Workshop” given by Sharada
Veerubhotla and
Diane Tucker. Sharada
is a teacher of visually
impaired who has been
teaching at Lavelle for
the past two years. Diane
is the Upper School
Principal who is also a
T.V.I. Both Sharada and
Diane brought a wealth
of experience to this relevant
topic. The purpose
of the workshop was to
provide Lavelle parents
with a basic overview of
Braille through handson
activities; including
actual use of Braille writers and resources to take home. The
meeting was a great success with over sixteen Lower and Upper
School parents attending. It is the hope of Lavelle School
for the Blind that ongoing outreach opportunities will enrich
the lives of our students and their families.
Our Partners in Transition 2008-2009
Applebees
A & P
Beth Abraham Nursing Home
Ballys Total Fitness
Regeis Care Facility
Selis Manor |
Bronx Net
AJ Wright
Lehman College Library
Dress Barn
Yonkers Animal Shelter
Part of the Solution |
Marshall’s
Toys “R” Us
NYS Commission for the Blind
Lighthouse International
Lavelle School Faculty and Staff |
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Did You Know?
Our Speech Therapists (both bilingual and monolingual), Occupational Therapists, Physical Therapists, and Orientation
and Mobility Instructors provided 27, 623 session of treatment and training to Lavelle students in 2007-08
and 29,396 sessions in 2008-09. Each session is 30 minutes in length. Below is a breakdown of these totals:
| |
2007-08 |
2008-09 |
| Speech Therapy Sessions |
9,368 |
9,839 |
| Occupational Therapy Sessions |
7,526 |
7,969 |
| Physical Therapy Sessions |
6,183 |
6,199 |
| Orientation/Mobility Sessions |
4,546 |
5,389 |
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Class of 2009
Kelvin Griffin: Kelvin has
been a student of Lavelle School
for the Blind since September of
1994 when he was just six years
old. Throughout the fifteen years
Kelvin has been at Lavelle, he
has been actively involved in developing
a number of interests
and talents. Among them is his
love of music. This is evident
through his singing ability, and
the gifted skill he has with playing
the drums. Kelvin can recite
lyrics from numerous old songs within various genres. In his
spare time, Kelvin enjoys “scratching and mixing” records.
Kelvin’s extensive career in the Work Experience Program
has included jobs at: A.J. Wright, Lehman College, Regeis
Care Facility, Beth Abraham Nursing Home, and Applebee’s.
His sweet personality and easygoing nature will be greatly
missed. Good luck to a wonderful young man!
Ralph Maiello: Ralph has
been a student of Lavelle School
for the Blind since December of
1992 when he was just four years
old. It has been a thrill to see
Ralph grow into such a fine young
man. Ralph’s friendly personality
is well known by everyone in
the Lavelle community. He has
been an enthusiastic participant
in the Work Experience Program
with jobs at the following sites:
Lehman College, Beth Abraham Nursing Home, Regeis Care
Facility, A&P supermarket, and the animal shelter. Ralph is
a sensitive individual who loves animals and people. Lavelle
will miss Ralph a great deal. Lots of luck to you Ralph!
Michael Lopez: Michael
Lopez is the oldest of three brothers
who attend the Lavelle School
for the Blind. He has been at
Lavelle since September of 2001.
Michael enjoys interacting with
others and he has worked hard
to reach his goals since he came
here to the school. Michael enjoys
visiting the classrooms in
the school building and asking
through the use of tangible cues
and an augmentative and alternative
communication device if anyone has any cans or bottles
for recycling. He presses the device to greet the staff and
students and he says thank you with the cues and device when
he leaves the room. Michael’s favorite activity is adapted
physical education class and he especially enjoyed playing
catch with the red ball. We wish Michael the best of luck as
he transitions to a new adult day program. He has brought
much joy to the staff and students at Lavelle.
Janine Ortiz: Janine has
been a student of Lavelle School
for the Blind since November of
1993 when she was just five years
old. Janine has matured into a
caring young woman with many
interests and talents. Among
these interests is her love of perfume.
Janine has a keen sense
of smell and can identify most
perfumes worn by students and
staff. Janine’s work career began
as a masseuse within the school
and has evolved into various jobs within the Work Experience
Program. Janine has worked at the following sites:
Beth Abraham Nursing Home, Regeis Care Facility, and
A.J. Wright. Janine has a beautiful singing voice and enjoys
impersonating peers and staff members. Lavelle will not be
the same without her. Good luck Janine!
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Teleconferences for Parents
Parents from over 20 families have participated
in 4 teleconferences held during this past school
year. After surveying the families regarding
their interest in this type of meeting, the first
teleconference in English was held on November 24,
2008. The guest speaker was Judith Lesner, who is the
retired supervisor of residential programs at the California
School for the Blind and also the mother of a son who
is legally blind with additional disabilities. Clara Berg,
Family Specialist at the New York Deaf-Blind Collaborative
(NYDBC), was the guest speaker for teleconferences
in both Spanish and English during the spring of 2009.
In addition to the parents our two social workers (both
bilingual Spanish/English), Awilda Bravo and Brigida
Liriano and Judith Millman, social work supervisor
participated.
While each Lavelle student has many unique
strengths and challenges, during these teleconferences
parents identified and shared common concerns
and ideas. During the first 2 teleconferences, topics
discussed included: adolescence and emerging sexuality;
establishing privacy guidelines with children; promoting
independence; and making choices. Parent responses
about this type of teleconference included:
“I like these telephone calls because they are educational
and therapeutic.”
“It helps me with behavior management and sexuality
issues.”
“I find it resourceful.”
“I learn a lot from other parents.”
“I need to learn more about many topics.”
“I have no words to thank you, this is like medication.”
Most of the parents participating in the 4 teleconferences
had the opportunity to talk about their own
children and share concerns. Since children varied in age
from 5-19 years old, parents of some of the older children
could provide parents of the younger children with support
and help. The teleconferences were a great success
and will be scheduled in both English and Spanish on a
quarterly basis in the 2009-10 school year.
Future topics that have been requested by parents
for these teleconferences include:
- Transition into adult life
- Socialization Skills
- Proper nutrition
- Realistic expectations and setting goals for the future
- Guardianship and wills
- Accessing resources after my child graduates
All parents and family members are encouraged to
join these teleconferences. For more nformation please
contact either of our social workers, Awilda Bravo or
Brigida Liriano at 718 882 1212.
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Lavelle Board Members
Brother James Kearney, FMS, President
Dr. Claire Lavin, Vice President
Sr. Thecla Mawn, O.P., Secretary
John G. Morriss, Treasurer
Dr. Corinne Keating Devereux
Sr. Margaret Flood, O.P.
Phyllis Forde
Sr. Rose Ellen Gorman, O.P.
Carmen Greico
J. Robert Lunney
Hon. Dominic R. Massaro
Sr. Margaret McDermott, O.P.
Teresa M. Peloso
Robert V. Tiburzi, Sr.
Joseph M. Ziminsky
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Mission Statement
Lavelle School for the Blind is a multi-cultural educational institution established 100
years ago based on the Catholic tradition and the compassion and dedication of the
Dominican Sisters of Blauvelt. The organization integrates students who are blind and have
multiple disabilities, and their parents in a challenging yet nurturing environment.
The programs at Lavelle
seek to educate the whole
child through a combination
of developmental and
functional strategies. As
the student progresses, the
curriculum accommodates
individual changing needs
and educational growth. All
students are prepared for lives
as respected adults. Lavelle
School develops all students
to their fullest potential,
and provides support and
resources to the students and
their parents.
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(718)
882-1212