SOUTH ABINGTON TWP. — Ten years ago, Linda Treat feared for the futures of her deaf preschool students.
When the Pennsylvania Department of Education announced in 2009 it would give control of the Scranton State School for the Deaf to a private school on the other side of the state, protests, petitions and rallies erupted. Parents and alumni of the school in the city’s Green Ridge section questioned motives. Teachers worried whether the quality of education would lessen.
Treat feared the preschool children she taught eventually would be forced to attend their home school districts, in classes where the deaf students could have trouble communicating with their peers. She pictured those young children sitting alone, feeling isolated and falling behind.
In the decade since the Western Pennsylvania School for the Deaf, or WPSD, took control of the Scranton school, Treat’s and others’ fears have disappeared.
In her preschool classroom last week at the Scranton School for Deaf & Hard-of-Hearing Children, students used scissors to cut out pictures and worked on sequencing and patterns. The students, with different levels of hearing ability, used sign language, spoken word or a combination to communicate.
“This is the real beauty of this program,” Treat said. “Without a school here, they’d be lost. In our school, the children aren’t different. Deafness is not a handicap.”
Changes made
Formal, specialized education for deaf children has existed in Lackawanna County for almost 140 years. The Scranton school can trace its beginnings to 1880, when eight deaf children met for class in a church basement downtown. Through the efforts of Jacob M. Koehler, a deaf man from the area, a coal company donated the land in Green Ridge where the school existed for more than 100 years. In 1913, the school became property of the state, and in 2009, with the state no longer wanting to operate the school, lawmakers gave it away to the WPSD in Pittsburgh.
In its first year operating the Scranton school, WPSD leased the state-owned campus on North Washington Avenue and renamed the school the Scranton School for Deaf & Hard-of-Hearing Children. The state sold the property to Marywood University for $500,000 in 2011, and after years of the property sitting vacant, a Los Angeles-based developer plans to convert the campus to apartments, a restaurant and community spaces.
The deaf school moved to the former Lourdesmont campus on Venard Road in South Abington Twp. eight years ago, with WPSD spending about $5 million to purchase and renovate the property. Home school districts pay tuition for their students to attend the nonprofit school.
Renovations included more than fresh paint and new flooring. State-of-the-art technology provides both learning and communication opportunities for students.
When the state transferred ownership 10 years ago, 32 kids were enrolled. Now, 56 students attend the preschool through eighth-grade school, which also offers a residential option. Most students live within an hour drive from campus, and two students live in the campus’ former convent during the week.
WPSD ceased high school operations at the Scranton school 10 years ago and gave the option for those students to live at the Pittsburgh campus and commute home to Northeast Pennsylvania every weekend. Parents initially resisted the change, but nine students who went through the Scranton school now attend high school at WPSD.
The Scranton school will celebrate the 10-year milestone during a gala May 3. Proceeds from the event will support the construction of a year-round outdoor learning space. School officials will celebrate a decade of earning trust and providing opportunities.
“We’ve come a long way,” said Kevin McDonough, who became director of the school in December, after working as principal of the high school and middle school of WPSD. “People are happy to see the school succeed. Everyone was anxious. … Now, everyone loves our school.”
More opportunity
Throughout the school last week, students strengthened their academic and communication skills. Preschoolers played kickball in the gym. Sixth-graders worked on math problems.
After a short snack break, kindergartners worked on sight words. Marge Snopek, a paraprofessional who worked through the transition 10 years ago, helped the children practice. Improvements made by WPSD, including access to technology, have helped students greatly, she said.
“We were all nervous, but now we’re one big happy family,” Snopek said. “Ten years flew by.”
Carlene Miller, 12, started attending the school at age 3.
“I grew up here,” she said through an interpreter. “There are a lot of nice people here and a lot of books. I love to read.”
Back in Treat’s preschool classroom, some students with cochlear implants — complex electronic devices that sit behind the ear and under the skin and can directly stimulate the auditory nerve and provide a sense of sound — worked on language skills.
Treat, who started teaching at the deaf school 30 years ago, instructed the students through both speaking aloud and using sign language.
Federal special education law requires students with special needs to be educated in the “least restrictive environment,” meaning that students with special needs should be educated with students without special needs as much as possible. However, when a child is deaf, being in a traditional public school classroom can be the “most restrictive” setting, Treat said.
“When there’s freedom of communication, there’s no restriction,” she said.
At the Scranton School for Deaf & Hard-of-Hearing Children, Treat watches her students thrive.
“My name is Michaela,” said 5-year-old Michaela Lopatofsky, carefully spelling her name. “It’s a very long name.”
Michaela, who has cochlear implants, was working on creating patterns with words starting with the letter “U.”
“What words start with the letter ‘U’?” Treat asked.
“Unicorn, umbrella ... and underpants,” Michaela said, giggling.
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