Four preschool children hold white canes in front of a door. The caption reads "Hurray for Inclusion!"

Blind Children’s Center Builds Independence Through Innovation

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Four preschool children hold white canes in front of a door. The caption reads "Hurray for Inclusion!"Today, those who are blind or visually impaired have unprecedented access to tools. From guide dogs and white canes to smartphones and artificial intelligence, these instruments represent a long history of innovation for people who are blind.

At Blind Children’s Center (BCC), children learn how to use not only modern assistive technology but also foundational tools like braille and white canes. Beginning as early as the toddler program, BCC immerses children in inclusive classrooms equipped with adaptive tools and individualized support. Specialists address critical sensory, mobility and pre-braille literacy needs through the Creative Curriculum. When students transition into the preschool program, their foundation expands as they learn to optimize their remaining vision, refine sensory development and master orientation and mobility.

“At the Blind Children’s Center, children are not only introduced but also taught to master assistive tools,” said Chief Executive Officer Sarah Orth. “They learn to read braille, travel confidently with a cane and use technology that prepares them for modern classrooms.”

Navigating the Physical World: Service Animals and White Canes

Long before the digital age, trained animals provided mobility support. Systematic guide dog training began in 1780 at Paris’ Les Quinze-Vingts Hospital, the world’s oldest institution for treating blindness. Dr. Gerhard Stalling, who assisted veterans blinded during World War I, founded the first formal guide dog school in Germany in 1916.

After learning about these programs, Dorothy Harrison Eustis introduced guide dog training to the United States in 1927. She trained Buddy, a female German Shepherd, who became America’s first guide dog, and established The Seeing Eye School in New Jersey. Her work inspired similar schools worldwide, providing life-change support for those who are blind and visually impaired. [1]

While guide dogs improved mobility, another innovation strengthened independent travel. In the early 20th century, the white cane emerged as a simple, yet powerful, tool. In 1921, James Biggs, of Bristol, first painted his walking stick white after losing his sight in an accident, hoping the bright color would increase his visibility to motorists.

In North America, organizations like the Peoria Lions Club promoted the white cane, and in 1930, the City of Peoria granted the right-of-way to pedestrians who were blind and using a white cane. Over time, the white cane became a widely recognized symbol of blindness and independence, supported by laws across the United States. [2]

In 1944, Dr. Richard Hoover, working with World War II veterans, developed the “long cane” technique, in which the cane is held in the center of the body and swung from side to side to detect obstacles. In 1964, President Lyndon B. Johnson established White Cane Day, observed annually on October 15, to recognize the white cane’s role in enabling safe, independent travel. [3]

Accessing the Written World: Braille and Screen Readers

As highlighted during Braille Literacy Month in January, braille has long been an essential literacy tool that supports independence and expands educational and career opportunities.

In the early 1800s, Charles Barbier, serving in Napoleon Bonaparte’s army, created a raised 12-dot system called “night writing” for silent communication. Inspired by this idea, Louis Braille, who lost his sight as a child, refined the concept into a simpler six-dot system while studying at the National Institute for Blind Youth. In 1854, France adopted braille as an official communication system for individuals who are blind. The system reached the United States through the Missouri School for the Blind in 1860. [4]

In 1892, Frank Hall, of the Illinois School for the Blind, introduced the first braille writer. Although innovative, it was noisy, expensive and difficult to maintain. Forty years later, David Abraham developed the Perkins Brailler, a more durable and child-friendly machine, that made braille writing more practical and accessible. [5]

“By prioritizing braille in early childhood education, BCC is laying the foundation for lifelong success for children who are blind or visually impaired,” said BCC Adaptive Services Specialist Rosalinda Mendiola. “I’ve seen firsthand how braille literacy empowers children and adults with independence, confidence and opportunity.”

As society entered the digital age, access expanded from paper to screens. This digital transition heightened the need for greater accessibility, fueling the movement for the Americans with Disabilities Act (ADA). In 1986, the National Council on Disability published a report recommending federal policy reforms for citizens with disabilities. Senators Weicker and Harkin introduced the first version of the ADA, followed by Representative Coelho in the 100th Congress. NCD’s Justin Dart gathered “discrimination diaries” from across the country, documenting systematic barriers faced by those with disabilities. These efforts culminated on July 26, 1990, when President George H.W. Bush signed the ADA into law, officially prohibiting discrimination and setting the stage for future digital accessibility tools. [6]

One pioneer of accessibility was Jim Thatcher, who, in 1986, developed the first screen reader for the IBM personal computer. Screen readers allow people who are blind or visually impaired to navigate properly coded websites and applications by converting text into speech or braille output.

Today, screen readers are integrated across all major operating systems. [7] Built-in features from Apple and Microsoft computers can even support eye control navigation, convert speech to text and connect to braille devices. Similarly, smartphones empower users with image descriptions, custom text scaling and multisensory alerts.

The evolution of tools for people who are blind and visually impaired reflects a steady expansion of independence. With community investment and financial support, BCC continues ensuring that children have both the foundational tools and the modern innovations they need to succeed.

For more information about tools for those who are blind and visually impaired, please contact Rosalinda Mendiola at Rosalinda@BlindChildrensCenter.org.

Sources

[1] History of Guide Dogs

[2] History of White Cane 1

[3]  History of White Cane 2

[4]  History of Braille

[5]  History of Perkins Brailler

[6] History of ADA

[7] History of Screen Reader

[8] Apple Accessibility; Microsoft Accessibility

Honoring Rosalinda Mendiola: A Legacy of Light and Learning

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In celebration of Women’s History Month, the Blind Children’s Center (BCC) is proud to honor Rosalinda Mendiola, a career educator who has shaped children and families for 35 years. As Rosalinda prepares for her retirement, BCC reflects on her journey and impact.

“Rosalinda embodies what it means to lead with purpose, compassion and commitment,” said BCC Program Director Bianca Ciebrant. “For 35 years, she has been the steady light at BCC, guiding children, families and colleagues as a trusted source of wisdom. Her impact will be felt long after she retires.”

For Rosalinda, joining BCC was the pinnacle of a path shaped by a passion for supporting children. Inspired by her large family, she initially pursued child psychology before discovering her love for early childhood education. After earning her teaching credential from California State University, Northridge, she taught bilingual kindergarten in the Montebello Unified School District. When layoffs impacted the district, an unexpected opportunity led her to BCC.

“I was hesitant about working with blind children, but I needed a job at the time,” said Rosalinda. “I came in, got hired on the spot, and what I thought would be temporary ended up becoming my home for 35 years.”

Rosalinda’s early years at BCC were not without challenges. Transitioning from a traditional classroom to working with children who are blind and visually impaired required her to rethink her approach to teaching and embrace a play-based mindset: “In a typical classroom, you can tell kids what to do and they do it, but here, I learned to move away from strict academics and focus more on letting them explore and learn through play,” she said. With encouragement from colleagues and a growing sense of purpose, she found her footing and deepened her expertise by studying visual impairment and learning braille at California State University, Los Angeles.

Over three decades, Rosalinda became more than a teacher. She became a mentor, advocate and guide for families navigating complex diagnoses and uncertain futures. Fluent in Spanish and deeply empathetic, she helped bridge critical gaps in understanding for parents and contributed to the broader field through her work.

“For me, for the past 19 years, she has been more than a colleague,” said BCC Program Director Bianca Ciebrant. “She has been my mentor, a trusted source of wisdom, my consistent rock through times of change, our historian and a true confidant.”

Her impact also lives on in the students she taught, many of whom carry her encouragement with them long after leaving BCC. As one former student shared, she is “grateful that my braille teacher, Rosalinda Mendiola, is still in my life” and that she “has been the one to encourage me to do more things and get out there.”

“At BCC, I witness miracles, like a child finally grasping a spoon or seeing a new color for the very first time, every day,” said Rosalinda.

Through periods of growth, change and even uncertainty, Rosalinda remained a constant at BCC. She witnessed the organization evolve while staying rooted in its mission to serve children of all abilities. “When I first started, all of the children were visually impaired, but over time we began welcoming children of all abilities,” she said. “We went through a lot of changes, even rebuilding after COVID, and now seeing the classrooms full again makes me very proud.”

“It has been an incredible honor to work alongside Rosalinda during my time at BCC,” said Disabilities Coordinator Brenda Perla. “She is a fountain of information and will be missed dearly.”

BCC is immensely grateful for Rosalinda’s decades of service, leadership and heart. Her legacy will continue to inspire students, families and staff for years to come. For more information about Women’s History Month, please visit WomensHistoryMonth.gov.

To learn more about BCC and its people, visit BlindChildrensCenter.org/Who-WeAre. 

Seeing Beyond Sight: Blind Children’s Center Board Member Dr. Melissa Contreras Envisions Inclusion and Possibility

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Sometimes I close my eyes and stand in place for minutes at a time. I notice the sound of cars or people and wonder how far away they are and in which direction they are moving. I smell cinnamon and sugar somewhere in the distance: maybe a vendor selling delicious churros. My heart beats faster as I feel unsure about how to step safely forward if I have to move. When I do this, I am reminded not only how I depend on my vision to navigate my world, but also how I miss so much when vision is my dominant sense.

Few people know what it’s like to live with vision impairment and blindness. As a health equity advocate, I speak with patients who perceive blindness as something to be avoided, expressing sympathy for people with a condition they have a hard time imagining. I see sighted people avoiding blind people for unknown reasons. It is a strange space I inhabit: as an eye doctor working to prevent vision loss and restore vision, I want sighted people to protect their vision, but I also know that vision loss and blindness present an equally valuable way of being. 

While I am sighted, I have experienced life alongside my sister, who is an alumna of Blind Children’s Center (BCC). Being part of BCC’s community, which sees blindness as a beautiful aspect of human diversity, makes me aware and appreciative of differences as assets. Appreciating differences gives us new perspectives; the perspectives I have learned about through lived experience have shown me how people with diverse strengths can contribute to the world. Disability communities demonstrate that reclaiming and reframing identities previously associated with shame or fragility helps normalize these differences and creates a space to feel proud and comfortable. 

I am so grateful that Blind Children’s Center welcomes children and families with unconditional inclusion and acceptance. It’s a space where they  can be who they are. Parents learn together and are supported as they navigate challenges and celebrate milestones. Children have classmates and friends across a range of abilities, supported by teachers that understand how to help them thrive. The center shows people that blindness isn’t something to hide or feel limited by.

Spaces like BCC help us imagine what the world could be if we acknowledge blindness (as well as other forms of disability) as just another difference among groups of people. I am grateful to share stories of hope, success and possibility with my patients across a range of vision loss. My dream is that — with increased awareness, acceptance and a little imagination — we can design more experiences that are inclusive of all ability types. Then, blindness will no longer be a word associated with limits, but with endless possibilities.

Written by Dr. Melissa Contreras, O.D., MPH, FAAO, a member of the BCC board of directors, sister of a BCC alumna, and Associate Vice President for the Center for Inclusion, Diversity, Equity, and Accessibility, Title IX Coordinator at Marshall B. Ketchum University.

Blind Children’s Center Builds Early Foundations for Braille Literacy

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January is Braille Literacy Month, a time to highlight the importance of braille in empowering individuals who are blind or visually impaired. At the Blind Children’s Center (BCC), learning to read begins with touch. Through play-based learning, sensory exploration and early exposure to braille, children develop foundational skills that they will rely on throughout their lives.

“When I first learned braille, I fell in love with it instantly,” said BCC Adaptive Services Specialist Rosalinda Mendiola. “Its mathematical qualities pushed me to want to master it.”

A key component of BCC’s approach is braille pre-literacy, which focuses on building the physical and cognitive skills necessary for future braille reading. Before children begin learning braille, they must develop hand strength, finger isolation and wrist rotation. A Perkins Brailler requires up to three pounds of force to use, according to Mendiola, and without proper preparation, children may experience severe soreness. To address this, BCC incorporates activities such as squeezing tennis balls, pushing against walls and other hands-on exercises into daily routines.

Sensory learning is intentionally integrated throughout BCC’s facility. Tactile walls, sensory tables and obstacle courses encourage children to explore textures and build confidence using their hands. For children who are blind or visually impaired, touching unfamiliar objects can feel overwhelming. BCC provides a safe, supportive environment that allows children to explore at their own pace. These experiences help children become more comfortable with tactile learning, an essential skill for braille literacy.

“Our goal is to create an environment where children feel empowered to take risks and learn,” said BCC Chief Executive Officer Sarah Orth. “By helping students build braille pre-literacy skills, we are laying the groundwork for lifelong success.”

Braille remains an essential literacy tool, even though modern technology has greatly expanded accessibility for individuals with visual impairments. Reading machines, smartphones and screen readers can aid with learning, but they cannot replace the independence that comes with reading and writing braille. According to National Braille Press, individuals who are braille-literate are more likely to achieve higher educational outcomes and greater career opportunities.

BCC encourages early exposure to braille, even for those with some vision. Introducing braille at a young age allows children to learn in a low-pressure, play-based environment; learning a new literacy system later in life can pose distinct challenges. By prioritizing early braille education, BCC helps set children on a path towards independence, confidence and lifelong learning.

“I have seen firsthand how braille can change the trajectory of a child’s life,” Mendiola said. “Students I taught at age 3 are now in their 40s, leading productive, meaningful lives as confident braille readers.”

For more information about braille literacy development and other tools for those who are blind and visually impaired, please contact Rosalinda Mendiola at Rosalinda@BlindChildrensCenter.org.

Make a Greater Impact for Children with Blind Children’s Center

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Our donors are the foundation of everything we do at Blind Children’s Center (BCC). Your generosity fuels life-changing early intervention, preschool education and family support services for children who are blind or visually impaired and have multiple disabilities. With renewed federal tax incentives taking effect this year, our donors now have an even greater opportunity to make a meaningful and lasting impact.

As of January 1, both single and married households may claim a new charitable deduction for donations made to BCC and other qualified nonprofit organizations. Contributions of up to $2,000 now qualify for the deduction, making charitable giving more impactful and appealing than ever before.

“Nothing feels better than when you see a smile on a child’s face, a first breakthrough on the playground or a teacher realizing they’ve changed a child’s life,” said Tom Sullivan, who chairs BCC’s planned giving Legacy Society. “The difference donors make at BCC is something measurable that every donor can feel proud of.”

Serving families throughout Los Angeles, BCC offers specialized programs and resources designed to meet the unique needs of children with visual impairments. Donations help ensure access to trained educators, individualized learning materials and adaptive tools that promote healthy development, confidence and independence.

“The work we do at BCC would not be possible without a strong community of support,” said Chief Executive Officer Sarah Orth. “When we invest in these children, we are lighting the way for a future filled with limitless potential.”

As the needs of children with visual impairments continue to grow across Los Angeles, sustained philanthropic support from individuals like you allows us to expand our services, strengthen our programs and respond to each child’s unique needs. To discuss giving options and personalized philanthropic strategies, please contact Director of Development and Communications Scott Kassel at Scott@BlindChildrensCenter.org.

To make a donation today, visit the BCC Donate Now page and help ensure a brighter future for children and families who depend on these vital services. The content in this article is informational, not a substitute for tailored advice from a licensed tax expert.

Learning Through Discovery: The Power of Outdoor Play at the Blind Children’s Center

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At the Blind Children’s Center (BCC), outdoor play is more than just recess; it’s an essential part of learning that provides multisensory experiences that foster confidence, independence and joy. The Center’s varied half-acre play space inspires students to learn through discovery and sparks cognitive, social and physical growth.

“Children with and without disabilities can create and explore in our outdoor play areas,” said BCC Program Director Bianca Ciebrant. “For those with visual impairments, it is an especially important place to experience sensory input.”

BCC’s outdoor areas encourage curiosity, creativity and confidence. The playground includes obstacle courses, sensory bins, paint stations, a water table and other intentional spaces where students can safely engage with a variety of materials and activities. Visually impaired and sighted students play side by side, sharing the sensations of fresh air, grass, dirt and water. It is a safe space for all children to run, climb and navigate new terrain — whether using a cane, wheelchair or simply their curiosity.

“Children may be in different places developmentally, physically or cognitively, but they all share the opportunity to explore, grow and discover through inclusive outdoor play,” said BCC Education Coordinator Emily Dunkijacobsnolten. “The outdoors provides experiences that cannot be recreated inside the classroom.”

Outdoor play also connects directly to BCC’s whole-child approach to education. Physical activities help students build coordination, strength and motor skills, while time outside supports problem-solving, decision-making and independence. The playground also offers the chance for “risk play,” allowing students to assess challenges and make safe choices under adult supervision.

Socially and emotionally, outdoor play provides a natural setting for collaboration and communication. Children learn to share space, take turns and work together, all skills that strengthen peer relationships and self-confidence.

“Outdoor play gives children the confidence to try new things,” said BCC Assistant Director of Education Veronica Proctor. “It inspires discovery, imagination and a love of learning that stays with them for years to come.”

BCC’s inclusive, sensory-rich environments can help every child reach their full potential. To learn more about Blind Children’s Center’s educational approach, please visit BlindChildrensCenter.org/Our-School-Programs.

Thank You Dr. Isenberg for Your Leadership

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The Blind Children’s Center extends its heartfelt gratitude to Dr. Sherwin J. Isenberg for his extraordinary 29 years of service on our Board of Directors, including his longstanding leadership as Chair of the Medical Advisory Board. A graduate of the UCLA School of Medicine, Dr. Isenberg completed his ophthalmology residency at the University of Illinois Eye and Ear Infirmary and a fellowship in pediatric ophthalmology at Children’s National Medical Center.

At UCLA, he served as Vice Chairman of the Department of Ophthalmology, held the Lorraine and David Gerber Professorship of Ophthalmology, and was a distinguished faculty member at the Jules Stein Eye Institute. A pioneer in pediatric ophthalmology, Dr. Isenberg has published more than 200 peer-reviewed papers and advanced innovative, low-cost treatments to prevent childhood blindness, including the use of povidone-iodine eye drops in resource-limited settings.

Beyond UCLA, he co-founded the International Pediatric Ophthalmology and Strabismus Council, and served as President of both the American Association for Pediatric Ophthalmology and Strabismus (AAPOS) and the Costenbader Society. In recognition of his lifetime of contributions, he was recently honored with the 2025 Parks Medal, the highest award in pediatric ophthalmology. His dedication and leadership have left an indelible mark on pediatric eye care worldwide and on our organization. We are deeply grateful and wish him every success in his next chapter.

World Blindness Awareness Month Spotlights the Need for Early Intervention Programs

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Throughout October, World Blindness Awareness Month serves as a powerful reminder of the importance of eye health and early detection of visual impairments. Blind Children’s Center (BCC) is using this month to not only raise awareness, but also emphasize how early childhood screenings can greatly shape a child’s access to resources.

Vision plays a key role in learning and development, influencing how children explore, learn and interact with the world around them. Yet, many vision issues in infants and toddlers go unnoticed without proper screening. Detecting visual impairments early allows families to shape their child’s educational journey by building essential learning skills right from the start.

“Early detection opens the door to early education,” said BCC Vision Services Coordinator Brenda Perla. “Providing early intervention services ensures children with visual impairments have every opportunity to reach their fullest potential.”

Blindness exists on a spectrum, ranging from low vision to total blindness. “Legal blindness” is defined as vision of 20/200 or worse in the better eye, meaning a person sees at 20 feet what someone who is sighted sees at 200 feet, even when using corrective lenses. It also includes individuals whose field of vision is restricted to 20 degrees or less, often resulting in tunnel vision. “Blindness” can describe complete vision loss or unreliable vision that requires the use of braille as a primary reading and writing medium. “Low vision,” on the other hand, refers to best-corrected vision of 20/70 or worse. Most students with visual impairments fall within this category and benefit from using residual vision aided by optical tools and adaptive strategies.

BCC observes several common diagnoses among students. The current leading cause of childhood blindness and low vision is Cerebral/Cortical Visual Impairment (CVI), a brain-based condition caused by damage to the visual pathways or processing areas. Children with CVI have difficulty focusing visually or recognizing people and objects. BCC also frequently sees Retinopathy of Prematurity (ROP), which affects premature babies or those weighing less than three pounds at birth. The severity of ROP can vary from mild cases that resolve without treatment to severe cases that result in permanent vision loss. Other causes of blindness include congenital conditions such as Childhood Glaucoma, Albinism, Aniridia and Anophthalmia.

While the causes and severity of vision loss vary widely, experts agree that early childhood education and intervention are essential for helping children with visual impairments reach developmental milestones. The first three years of life, when neural pathways for vision and learning are forming rapidly, are a critical period for brain development. Without early intervention, children with blindness or visual impairments may experience developmental delays of up to two years compared to their peers. Regular screenings help identify areas of need and connect families with services that support healthy development, from mobility training to braille instruction.

Research continues to highlight the connection between vision and learning. A 2015 study found that preschoolers with untreated astigmatism demonstrated lower academic readiness across multiple developmental and education domains. In 2018, researchers reported that early intervention for babies and children with visual impairments improved developmental outcomes and a 2022 study found additional benefits for behavior and family dynamics.

“At BCC, we understand that vision loss affects far more than sight — it shapes how a child learns, explores and connects with others,” said Chief Executive Officer Sarah Orth. “Our programs meet each child where they are, providing early education services to help them build confidence, independence and a lifelong love of learning.”

Beyond the classroom, BCC also encourages the public to adopt respectful communication practices when interacting with individuals who are blind or visually impaired. Always ask before offering assistance, identify yourself when entering the room and let the person know when you are leaving. Guide dogs, whose use is restricted to those 18 years and older with proper training, should not be distracted or petted while working. It is also not necessary to avoid words like “see” or “look,” and questions are always welcome.

Early screenings can make a lifetime of difference. With the right support, children with visual impairments can thrive academically and socially. For more information about visual impairments or early childhood screenings, connect with Brenda at BrendaP@BlindChildrensCenter.org.

photo of father with two young toddlers

Blind Children’s Center Welcomes Families to its Award-Winning Programs for Children with Visual Impairments

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As the 2025-26 school year begins, Blind Children’s Center (BCC) invites families to explore its award-winning programs that shape the futures of children with visual impairments. By combining inclusive classrooms, evidence-based teaching and personalized support, BCC ensures that every child not only meets developmental milestones but also thrives academically, emotionally and socially.

BCC measures the quality of its programs to track performance and progress in the early learning sector. In March, trained observers from the Los Angeles County Office of Education (LACOE) evaluated teacher-student interactions through the Classroom Assessment Scoring System, finding that BCC’s classrooms scored higher than the national average in nearly every category.

“These results confirm that BCC’s teaching strategies foster meaningful engagement and build strong relationships between teachers and students that last well beyond their years at the Center,” said BCC Program Director Bianca Ciebrant. “Our staff prioritizes learning and the holistic well-being of every child, making BCC of Los Angeles truly one-of-a-kind.”

BCC achieved the highest rating, Tier 5, in the Quality Start Los Angeles evaluation, demonstrating that its programs consistently exceed state standards for quality early childhood education programs. Additionally, two classrooms underwent the Inclusive Classroom Profile observation, part of LACOE’s Inclusive Early Education Expansion Program. BCC received the highest scores the assessor had ever awarded, including perfect and near-perfect marks in key areas such as adult-child relationships, family-professional partnerships, space adaptations and monitoring children’s learning.

Parents of students reflect on the comprehensive impact of top-rated programs at BCC. “BCC has provided holistic support for my family, offering my son and me resources in mental health, physical education and individualized learning,” said current parent Rosa Hernandez. “I am proud to have him enrolled in an award-winning program that truly helps him thrive.”

As the new school year unfolds, BCC will continue using these insights to refine and expand its programs, helping every child reach their full potential. Families interested in enrolling their children are encouraged to visit BlindChildrensCenter.org/Enroll-Now or watch the enrollment video to learn more about opportunities and schedule a tour of the campus.

Blind Children’s Center Supports Families Every Step of the Way

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In recognition of National Family Day today, Blind Children’s Center (BCC) is proud to celebrate the extraordinary families who make up our community. Every day, we witness the love, dedication and resilience that parents, siblings and caregivers bring to their children’s lives. BCC is honored to be a partner in the educational and emotional journeys of its students and families.

Originally founded in 2001 by the Partnership to End Addiction, National Family Day was created to remind parents of the profound importance of sharing everyday moments with their children. Whether it’s enjoying a meal together, playing a game or going for a walk, simple shared activities can strengthen bonds, nurture healthy development and create cherished memories that last a lifetime.

BCC upholds this value by providing resources and curricula rooted in a family-focused approach. Our work extends far beyond the classroom to embrace the entire family, ensuring parents, siblings and caregivers are supported in every step of their child’s journey. From parent groups to one-on-one strategy meetings and guidance at medical appointments, BCC offers countless opportunities for families to remain informed, empowered and connected.

“Family services is the heart of BCC because we recognize that children’s growth is deeply connected to the support their families receive,” said BCC Family Services Assistant Director Liz Aguirre. “Together we create a community where every child is nurtured and every family is valued.” 

By building these partnerships early, BCC helps families lay the groundwork for a lifetime of success. Parents gain tools to navigate challenges with confidence, learn how to advocate for their family and discover new ways to meaningfully connect with their children.

“Families need to believe in blind kids, just like my parents believed in me,” said Ollie Cantos, a graduate of BCC. “But the belief didn’t come by accident. It came through staff that believed in me as a little kid, giving me the foundational skills that I needed to succeed.”

As National Family Day reminds us, family comes in many forms, whether biological or chosen. This week, BCC invites you to connect and celebrate with your loved ones. For more information about family services, please visit BlindChildrensCenter.org/Our-Family-Services.