In late February I attended winter meetings of the Alliance for Approved Private Schools (AAPS). During one session, we met with Joe Gaskin, parent of a child with disabilities, who brought suit against the State Department of Education. After 10 years of legal process, a settlement agreement was reached at the end of 2005. Dr. Linda Rhen, Director of Pennsylvania’s Bureau of Special Education, who oversees implementation of that agreement, also sat in.

Mr. Gaskin is a passionate spokesperson for the stance that local school districts must welcome and include all children with disabilities, and he believes that most of these children should attend their local school.

AAPS sympathizes with the basic goal of inclusion and local school district responsibility. We also believe strongly that specialized schools can offer children with severe disabilities opportunities that are virtually impossible to replicate in an inclusive setting. In addition to finely targeted programming and therapies, students enjoy the benefits of peer support, as well as full participation in the school experience that an APS environment can provide. Student government, dances, sports events, the school store—our children are in the thick of things. 

We shared our point of view with Mr. Gaskin. Together with Dr. Rhen, we also provided examples of how the State Bureau of Special Education relies on the expertise of APSs to assist local school districts in strengthening their efforts at inclusion. We are committed to providing outreach--training, consultation and support for individual students whose parents determine that remaining in the local school program is the appropriate option. We transition students back to included settings when possible. And, we do turn away students who do not need our level of specialized services.

At HMS we need to look at each child’s universe--his abilities, age, local school, family and neighborhood and we consider the potential advantages of our program. Parents need to have options and to weigh the question of what program will best foster their child’s development. There will always be a need for APS programs for individual students.

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“Our goal for every child at HMS is to identify some way that he can communicate with others through voice output,” says Marianne Gellert-Jones, speech-language pathologist at HMS. She refers to the capability made possible by electronic communication devices. With dozens of options available, from the most basic to sophisticated high-tech, the device may “speak” a single recorded message when the child hits a switch or a range of messages selected from scanned, multilayered menus.

Ms. Gellert-Jones says, “Most of our students have some communication skill—at least smiling, turning the head, looking at an object…We try to shape what they can do into some form of communication that’s understood by other people.”

From the time a child enters HMS, the team works toward increasing his ability to communicate. Since most students are in wheelchairs and many have little or no speech, they depend on others to figure out their needs. When a student can hit a switch that says “I want to watch television” or “Hey, come here,” that ability is powerful.

Christina Coia, HMS special education supervisor, says, “If a student can independently generate some kind of communication with her device, she can start a cycle of social interaction with another person. That is so important for our students. When they leave HMS, we don’t want them to be ignored or isolated.”

HMS’s speech therapy department, with input from teachers and other team members, continually evaluate each child’s capacity for using a communication device. The school maintains a pool of equipment for use in evaluation, trials and training, and therapists also borrow devices from two state lending libraries.

 “We don’t take the approach that one device fits all needs,” says Ms. Coia. “We have both sophisticated and very basic users and we zero in on each child’s needs.”

Meredith Cracknell, speech therapy department coordinator, says, “We need to try a variety of devices. Slight variations may make the difference in a student’s ability to use the device.” She also points out that communication takes work, and that staff need to figure out what will motivate the child to make the effort. “We try things, and we revisit things we’ve tried before. We don’t give up. We can all learn throughout our lives.”

A lot of  work precedes getting to a device. Typically, there’s a progression of skills, starting with the child’s ability to make simple choices. He needs to realize that his actions make a difference—he makes a choice and something happens.

Ms. Gellert-Jones says, however, that not every child fits the typical developmental progressions and that it’s important to consider alternate strategies. She describes a student who arrived with a device seemingly too sophisticated for his skill level. Choosing from pictures on a language board—a typical precursor skill--did not interest him, but the device did. Icons lit up and changed when he touched them. He used the device to ask to get on a swing, an activity he loved. Staff worked with this interest to increase the choices he would make using his device.

Ms. Gellert-Jones says, “Students surprise us all the time by what motivates them…He taught us that you don’t have to follow the expected developmental sequence to be a communicator, and we’ve looked at other children differently as a result. Sometimes the device is the motivator for other learning.”

In selecting a device, therapists look at many factors such as the child’s abilities, needs and interests; vision, reading, memory and vocabulary skills; whether the device will travel between school and home; the type of voice messages needed. They consider which features will optimize the child’s success—live voice vs. a computer voice, backlighting, weight, portability, wheelchair mount and ease of programming.

Since communication devices are expensive—ranging from a few hundred to thousands of dollars—staff carefully balance cost against features and the student’s needs. Most devices come as long-term loaners through discussions with the student’s home school district and Intermediate Unit, a process that can take a few months or much longer.

Families are active team members throughout this process. Their comfort level and commitment to using the device at home influence their child’s appreciation of how powerful voice-output communication can be and reinforce the team’s efforts. HMS will provide families with training on the device to support their child’s success.

As graduation approaches, staff focus on what device will best serve the student’s needs post-HMS, and they try to insure that he leaves with appropriate equipment. All the trials, the creative team effort, the family commitment, will support this young adult’s transition. And if he can hit a switch and say, “Hi, my name is Joe and I like football,” he’ll be on his way.

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 We encourage readers to tune your televisions to WHYY Channel 12 on Wednesday, March 29 from 8-9:30pm. HMS’s dance/movement therapy program will be featured in “Circle of Care,” a documentary about people who use the arts in healthcare to promote better communication between the patient, family and physicians. The film highlights 10 stories, including Rachel Federman-Morales, HMS dance/movement therapist. WHYY interviewed Mrs. Federman-Morales—and others at HMS--and filmed her working with students.

“Circle of Care” will air before a live studio audience, followed by a panel discussion. Please mark your calendars for this exciting broadcast.

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Chat with Edna Reddick for even a few minutes, and you’ll be in awe of what this mother of nine and grandmother of 26 packs into an average week. Added to her responsibilities as HMS speech therapy aide, her paid and volunteer hours at a nearby Philadelphia recreation center easily equate to a second full-time job.

Ms. Reddick has helped to run recreation programs for every age—from tots to seniors—for 40 years. She likes bridging the gap between youngsters and older adults and particularly enjoys programs that bring them together. She adds, “I like to work behind the scenes to make things happen.” But her contributions are no secret to colleagues and to those she serves.

In 2004, the Southwest Action Coalition honored Ms. Reddick with its Community Involvement Recognition Award for “outstanding contributions to the betterment of the community.” In 2003 she was recognized as Volunteer of the Year by the Philadelphia Recreation Department. And these represent only two of her honors.

Ms. Reddick’s delight in children and her can-do spirit also characterize her work at HMS. She joined the staff 18 years ago through her late sister, Melissa Smith, then an LSA. “I feel comfortable here,” she says. “It’s like a home away from home.”

Working with the five department therapists, Ms. Reddick makes manual communication boards using a computer program, makes overlays for communication devices and customizes preset overlays, backs up memory on devices and arranges for repairs, makes vocabulary cards, provides therapeutic feedings at lunch time and completes departmental clerical work.

Ms. Reddick enjoys a challenge. “I’m open to learning new ways, new systems, new devices,” she says.

She also loves to work with students—helping them with homework assignments, keeping conversation flowing with a device group, assisting a child who needs extra practice on his device or communication board. “I treat all the children the same,” she says. “I befriend them.”

Describing herself as a “people person,” Ms. Reddick says, “I’m a clown—I love performing.” Indeed, she goes into character for special events, dressing as a clown, a lion or whatever the occasion requires.

The circles of her life—family, HMS and the recreation center—often overlap. HMS donates equipment to the center, and several HMS staff help out with special training. The city has built a wheel-chair accessible ramp and door at the center, enabling HMS students to visit, along with family who turn out for special programs.

On Sundays, this energetic dynamo slows down. It is Ms. Reddick’s only day of rest.

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HMS School will host a workshop on May 17th for special education staff from throughout the Philadelphia area. “Engagement: A Meaningful approach to Designing Activities that Support IEP Goals,” will provide a theoretical foundation and a range of hands-on experiences to promote cognitive growth and communication in students who do not benefit from traditional curricula. “How to” break-out sessions will help participants incorporate multi-sensory stimuli, music, low-cost assistive technology and functional and motivational activities into classrooms and therapy sessions.

For further information, please contact Mindy Olimpi-Zucca, HMS student services coordinator, at 215.222.2566 or molimpi@hmsschool.org.

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Save the Date

Art Show Opening

Wednesday, April 5th at 1pm

Please join us for HMS’s annual multi-media tradition.

Enjoy fabulous artworks, live music and refreshments!

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As Melea gets closer to graduation, her HMS team are spending more time on her ability to communicate her needs clearly, to ease the transition to her post-HMS environment. Over the years, we have evaluated various communication devices; but now, the pressure is on. What is the best communication device for Melea?

As her parent, I am often guilty of communicating for her, anticipating needs without giving her the opportunity to let me know what she wants. I make choices instead of giving her a chance to choose. With her time at HMS getting shorter, it is very important that I encourage Melea to use the communication devices we are evaluating at home and at school. 

Part of the evaluation process has included regular phone calls home where the speech device is programmed with phrases for Melea to use during our conversation. I love these calls; Melea enjoys telling me about her week and asking me questions. Thanks to Melea’s dedicated team, we are having a great time exploring the devices.

When Melea was much younger, I wondered whether I would rather have her walk or talk. With the help of HMS staff, Melea has accomplished both: mobility via a power wheelchair and communication through a speech device. She has grown in so many ways!

On another note, the past few months have shown me just how important it is to register your child for services with your office of Mental Health and Mental Retardation.

In January, I learned I would need surgery on my shoulder--unable to care for Melea for several months. I was in a panic; I do not have family in the area to help. What was I going to do about Melea’s care? I immediately contacted her MH/MR caseworker—who was very helpful--to explore available services. We worked with HMS, Melea’s father and Melea’s home aide, Deb, to arrange care for Melea during my recuperation. 

If Melea had not been registered with the MH/MR office, we would not have had access to these invaluable services. I am thankful I took the time to make the appointment. Consider making the call. You never know what’s going to happen and what services will be available in a time of crisis.

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SWING YOUR PARTNER…(top left photo) Marlee is ready to do-si-do at HMS’s Valentine’s Day square dance as assistant teacher Thea Suchodolski helps her into position. (top right) Taniesha reaches for a hand drum held by Millie Connelly, certified occupational therapy assistant. (bottom left) Physical therapy intern Joyce Fischel steadies Anthony, who faces Rebekah. Behind Anthony, from left, Andrew, speech therapist Sally Greenberg with Alanna, LSA Marianne Wilson and Joy all enjoy the dance. (bottom right) Peter Taney, a folk musician who regularly entertains at HMS, is the square-dance caller.

For several weeks in February, HMS students competed in their own versions of Olympic events--figure skating, hockey, ice fishing, luge, slalom, snowball kicking, snowman bowling and the ever mysterious sport of curling. At the closing ceremony, every student captured gold. Class groups won additional medals for participation and effort, and the Olympic torch changed hands.

(top photo) With help from teacher Courtney Grimes, Phil passes the Olympic torch to fellow senior Joey, marking the end of HMS’s Winter Olympics. (bottom left) Jordana smiles with pride as Charlie Harris, recreation therapist, awards her gold medal. (bottom right) Christian starts the ball rolling in a demonstration of HMS-style curling, as teacher Nancy Barrow cheers him on.

A publication of HMS School for Children with Cerebral Palsy, dedicated to reporting about student life, school programs and important events for students, parents, staff and friends. Published several times a year.

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