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.

I’d like to update you about the ups and downs of Pennsylvania’s budget for the state’s 29 Approved Private Schools (APSs). The issues currently under consideration by the governor and legislature will impact our students and their families for years to come.

Thankfully, HMS has received funding in the full amount due by audit for fiscal years 2001 and 2002. For fiscal years 2003 and 2004, we remain unsure where the funds will come from to make up the difference between state monies already advanced and our actual costs for services provided.

Governor Rendell has now proposed a new and troubling approach to funding of our schools. Together with the Secretary of Education, he supports a system in which the monies budgeted for APSs would be distributed directly to local school districts for their individual contracts with APSs. The state would also step out of the responsibility for management and oversight of our services, handing this task to local districts.

The Alliance of Approved Private Schools is strongly opposed to this plan. We are deeply concerned that in an environment of tight funding, there will not be sufficient local resources, even with some state subsidy, to support the special services needed by our small statewide subset of students with the most severe disabilities. Many students will simply not have access to APS services because the districts alone cannot afford the costs. On May 5th, on behalf of the APSs, I testified at the Senate Education Committee hearings on these issues impacting our students. 

We are trying to make the strongest possible case for continued state involvement in maintaining a separate line item for APSs, in collecting and distributing funds to the APSs and in state oversight and monitoring of APSs as we work together with local school districts.

Please continue to raise your voices with the governor’s office and with your legislators. Our students need your support.

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CLICK, CLACK, MOO. . . Students in Room 23 welcome their younger Book Buddies for a reading session of a favorite book, "Click, Clack, Moo: Cows that Type." The book is projected onto a large screen in their classroom as the classroom teacher reads the story.

Nicole Lindenmuth (top left), Room 23 teacher, encourages student Frankie to vocalize "cow" as he looks at the outline of a cow on a light board that helps him to view the image. The activity reinforces the concepts introduced in the story. At the same time, Kinsey Wangaard (top right), teacher for Room 189, uses a light board with Nicholas to highlight another symbol from the story.

Click Clack Moo: Cows That Type is a wacky story with delightful illustrations. Nicole Lindenmuth, Room 23 teacher, is reading the book to her class, and Kinsey Wangaard’s younger group has joined them for their weekly "Book Buddies" session.

The students, ages 10 to 21, can view the colorful illustrations on a large, illuminated screen. Ms. Lindenmuth has scanned the book into a computer program that allows her to project each page onto the screen. In fact, individual students can "turn" the pages using an adapted switch with a special computer connection.

After first trying the large-screen approach with her class, Ms. Lindenmuth was impressed with the results. She says, "Students definitely processed ideas better with the larger screen. Most of them could see the picture well at the same time they were hearing the story."

The story can be recorded by teachers or read by the computer’s digitized voice, which allows the enunciation pace to be adjusted for independent work by students who can read the words. Projected books also give teachers flexibility to move around the room while reading and are more effective with a large group.

Large-screen format offers a dramatic technique to communicate a story’s ideas, while pausing as needed to discuss concepts and feelings. Teachers also support students’ individual learning by emphasizing symbols from the book. A light board highlighting the outline of a single object makes it easier for children with visual impairment to focus on ideas like "cow," "barn" or "farmer." Sighted students receive laminated pages of symbols that children can point to in talking about the story and answering questions.

Physical props help to bring the concepts alive. Students make paper-bag cow puppets, handle a stuffed cow toy and practice a performance of the story. These activities reinforce ideas and provide opportunities for children to discriminate and make choices, an important element in building language skills. When pointing out the cow’s body parts for the puppet, Ms. Lindenmuth asks, "What color should we make the cow’s head? Purple? Green? Red?"

The teachers also program students’ communication devices with key words. Ms. Lindenmuth asks, "What sound does the cow make?" Frankie hits "moo" on his device. "Frankie has been ‘talking’ up a storm with this technique," she says. "Who else wants to moo?" she asks. Other students respond with their devices or vocalize the sound if they are able.

Pairing older and younger students as book buddies has added an important dimension to the reading experience. "We encourage older students to serve as role models, to help their buddies. This approach builds self-esteem and has done so much for communication and socialization among the students," says Ms. Linden-muth. "In the hallway, they recognize their partners and will drive up to say ‘hello.’ And they are reaching out to their peers, even vocalizing more."

Ms. Lindenmuth, who is working toward a master’s degree in assistive technology, is enthusiastic about using technology to enhance literacy opportunities at HMS. With the administration’s support, she has twice attended the annual conference of the Assistive Technology International Association, a rich source of ideas and teaching strategies.

Making books physically accessible to children with severe disabilities is an empowering goal of the technology. If a student can decide when to turn the pages, he gains more control and independence. "Eventually, we want to create a library of scanned, recorded books that students can select for their own pleasure," Ms. Lindenmuth says. With compatible software, students would even be able to borrow the books for home use.

Ms. Lindenmuth presented an in-service session this year for HMS staff. "Other people really jumped on board when they saw what the technique can do," she says. Classroom teacher Ed Contaldi finds that his students pay more attention to the large screen and bright illumination. He uses projected books to support the curriculum, giving students another way to experience a key concept, along with props and other sensory stimulation.

Teacher Kerry James agrees. "The more senses you involve in an activity, the better," she says. She also uses projected books as a technique for bringing concepts alive for students. Among her projects she is creating an "About Me" book with each student that she will scan and project for all to enjoy.

Plans for next school year are already in the works. Several books related to school-wide monthly themes will be prepared for large-screen projection and staff across different departments will reinforce the stories’ concepts in their work with individual students and with groups. The possibilities here are infinite.

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CELEBRATING STUDENT ART. . . Eiko Fan, HMS art instructor (top left), enjoys an exchange with Christian in front of a life-size statue of Dr. Martin Luther King, Jr. during opening day of the annual art show. Christian and every other HMS student participated in the project of creating Dr. King’s likeness.

(top right) Speech therapy coordinator Meredith Cracknell assists Melea, who hits a switch to start the action in a large flower kaleidoscope created for the show by Nannette Velayos’ class. A second switch enables students to turn on "flower power" music to accompany the kaleidoscope’s changing designs.

Malia (left), student artist, drew individual portraits of visitors during the art show. Here she and Charlotte Eisner, one of the show’s judges, compare portraits they sketched of one another.

"Art is like food. Everybody needs it." Eiko Fan, HMS art instructor, speaks quietly but with passion. And the annual spring art show, recently dismantled, definitely expresses passion.

The show has become a great HMS tradition that goes back over 15 years. Teacher assistant Jean Campana remembers the early days when she hung students’ artwork on clothesline for an informal show. Sally Maser, former recreation department staff member, later organized a show where the work was first covered and formally unveiled. Eventually, Ms. Fan and Ms. Campana took over the show, which has steadily grown over the years to include not only students’ art but also work by staff.

Opening day is a beloved event. "This is like a real art show opening where you have a reception," says Ms. Fan. "We make a real situation with live music and refreshments where we celebrate students’ art. It’s our celebration."

Ms. Fan says, "We do the show so children have a reason to think about their work. They gain self-respect from creating the art. And their art has meaning to others as well—it helps remind parents, often overwhelmed with daily tasks, of the importance of their children’s work."

Ms. Campana agrees. "Students take different things from the show. They like to see what the staff have done and what other students from different rooms have done. And they love seeing their own artwork."

Each year HMS invites individuals from the art-education field to serve as judges and numerous prize ribbons are awarded. Students and staff also enjoy voting for their favorite pieces.

The show displays a selection of work by each student from throughout the year. Ms. Fan encourages students to choose works they would like included, but also selects additional works that she admires. Multimedia projects range from paintings on a variety of themes to sculpture of all sizes and special classroom creations. This year’s show, dedicated to Dr. Martin Luther King, Jr.’s memory, included life-size sculptures of both Dr. King and Alan Iverson.

Plans for art projects evolve out of materials that Ms. Fan finds or purchases or from serendipitous gifts. She is always on the lookout for ideas that will capture students’ interest and get them involved.

Ms. Fan continually invents implements that enable HMS students to create art. She attaches a plastic pipe to a student’s wheelchair from which she hangs a flexible extension to a brush or marker. She says, "A student who isn’t paying attention to the art activity may get interested in the movement of this device, which looks like an elephant’s trunk. We make activity fun. The next time she may remember and want to continue."

Art presents an opportunity to build a child’s self-esteem. "Even though many students are unable to feed themselves, they can create their own work and that’s really powerful," she says. "I try to find a different way for everyone’s small movements to become the power they can create with."

Ms. Fan also devises situations that expect students to make choices and try to communicate. She brought flowers to class and asked students to find colors that matched the blooms—a reason to communicate about the color and to say "not this, but this."

Visitors may not recognize all that is expressed in the colorful, lively creations displayed on the school’s walls and windowsills, but the lift we feel in browsing the work is a fair reminder that we all need art in our lives.

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HMS staff are walking across the United States. Their trek is part of "America on the Move," a national program that encourages people of all ages to increase the number of steps they take each day for better health.

Almost 50% of the staff decided to take the challenge when Heidi Kecskemethy, HMS nutrition consultant, promoted the program during National Nutrition Month in March.

Ms. Kecskemethy ordered pedometers, urging participants to partner with a friend, a spouse or child for mutual support. The pedometer records the number of steps they take throughout their day’s activities at work and at home. Recording their steps for the first week gave participants a baseline for their average level of activity. The program’s goal is to take the day with the highest step count and to gradually increase that number until they achieve 10,000 steps each day.

Steps quickly add up to miles. Typically, 2,000 to 2,500 steps equal a mile and nationally, the average person walks 2,000 to 4,000 steps a day. For HMS, average daily step count was 3,500 to 5,500. As staff members turn in their pedometer records to Ms. Kecskemethy, she logs their numbers into a spreadsheet that determines how far they have walked. Next she plots each participant’s progress on a map. The school, as a whole, is already half way across the United States.

Ms. Kecskemethy reports considerable staff enthusiasm. She is especially pleased to have participation from many departments, including food and nutrition, housekeeping, education, therapy and administration.

"America on the Move" offers numerous program guidelines and goals. "At HMS, we’re doing our own version of the packaged program," says Ms. Kecskemethy. "It’s noncompetitive. People are setting their own goals and moving at their own pace. The point is to encourage increased activity."

Depending on one’s baseline activity and level of increase, research shows significant improvement in hypertension control, diabetes, cholesterol levels and general health and wellbeing. Ms. Kecskemethy wants this to be an ongoing program, beyond the current school year.

When participants ultimately complete their cross-country trek, new
challenges await them—like the Appalachian Trail. Onward and upward!

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By Diane McGovern, guest writer

I can hardly believe that our Patrick is graduating. It seems like yesterday that he became part of HMS. Patrick came to HMS in 1996 as a day student after we had seen an ad in Exceptional Parent magazine and decided to find out more about the possibility of his attending. We liked what we saw and got the wheels moving.

I remember the first day I put him on the bus. He cried all the way to school because he had to make another change. It did not take long—a couple of days—for him to find out that it was the best thing that ever happened to him. For the first time in his academic life, people were telling him what he could do instead of always reminding him of what he could not do.

After a couple years of going back and forth every day on the bus, he became a five-day resident. It was really hard to let go because as parents we think we are the only ones who can take care of our children’s needs. Boy, was I wrong on that one! He has the best of both worlds—his friends and very loving staff during the week and family on the weekend. He couldn’t be happier and it is very evident by his beautiful smile.

Patrick will truly miss everyone after graduation. I wish that we had found HMS School sooner but am very grateful for the time he did have. HMS has made a wonderful impact on his life and we will cherish the memories forever.

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HMS is grateful to Maryann Crossfield, parent of HMS student Samantha, who organized another successful Beef ‘n Beer fundraiser to benefit the school. In addition to providing participants with a delightful social gathering, the event raised $1,861.50 on the school’s behalf. Thank you Maryann!!!

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GIVE IT ALL YOU’VE GOT. . . Darius gives serious effort during a wheelchair race at United Cerebral Palsy’s annual Philadelphia Sports Meet. Darius was one of a group of HMS students who competed in various events at the meet, held in Philadelphia on May 8.

GOODBYE TO A GOOD FRIEND. . . Jim Sweeney, a night and weekend staff nurse at HMS, entertains students with his guitar at one of the goodbye parties held in his honor. Mr. Sweeney, a good friend to HMS students, left the school with plans to relocate out of the Philadelphia area.

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