Contents: (click on the links below)

Director's Message  

HMS Empowers Older Students for Next Steps 

HMS Staff Complete Cross-Country Trek 

After 22 Years, Something Magical Still Resounds 

HMS Artists Recognized at Children's Seashore House 

The Parents Corner  

Beef 'n Beer Social Supports HMS 

Carnival Day Fun! 

HMS Photo Gallery 

The school year has ended, but the HMS Board is actively working. They are committed to moving forward with plans for improvements to our facilities. Although we have successfully reconfigured several spaces and created a new student entrance and large activity room, we are still operating in a facility that remains somewhat outdated for our programs.

HMS’ building was originally designed to accommodate youngsters, ages three to 12, with minimal physical disabilities. Clearly our student population now includes teenagers and young adults as well as younger children, and their disabilities and medical conditions are much more complex. Their equipment, physical care and program activities require modified spaces. Our resident facilities also need updating and redesign.

The Board has been working with the architectural firm, Hooper/Shiles, who also designed the new student entrance. Discussions with the architects were driven, in part, by the many comments from staff and parents during our strategic planning survey in 2002. Staff members have since been actively involved, clarifying their needs in working with students.

As our ideas distill and we prepare for next steps, we will share our planning with the larger community of friends, neighbors, supporters and funders. I look forward to keeping you informed of our plans and progress.

This is an exciting time for HMS. We want our physical plant to reflect the same commitment to excellence that we demonstrate in our programs. We want to provide our superb staff with the most supportive surround. And we want to serve our students in the most comfortable and hospitable environment. Stay tuned.

Click Here to Return to Top of Page

HMS Empowers Older Students for Next Steps

SILLY ANTICS AS TEACHING TOOLS…Classroom teacher Kerry James uses a variety of fun activities to help students understand concepts and to practice important skills. Here (from left) Joey, Kristen and Jeffrey show their enthusiasm as Ms. James throws paper plates like frisbees. Students use switch-operated devices to give Ms. James directions like "more," "stop" and "pick up the plates."

Classroom teacher Kerry James talks enthusiastically about her five students, ages 18-21, all with significant disabilities. She says, "We each need to manage our daily lives, using the tools available to us. All our tools are different. Our students’ daily journeys are different."

Ms. James and her classroom team continually assess the skills their students have and can readily use to relate and participate when they transition into the adult world at 21--socialization and communication skills, the ability to express themselves and make choices. She says, "We want to make our students the most effective and efficient communicators they can be."

Generally not verbal, her students do vocalize and communicate using facial expressions and body language. The HMS team collaborate to maximize each student’s functional capacity.

They brainstorm motivating, age-appropriate activities for students to develop and practice essential life skills like hitting a switch to communicate or understand cause and effect. "I interact and talk with them as adults. I want it to be real-world," says Ms. James. Humor, theatrics and slapstick antics capture students’ interest. "If the staff are involved and having fun, the students’ learning will be fun," she says.

They practice "stop" and "go" by running students’ wheelchairs over bubble wrap. They program a Step-by-Step Communicator with a sequence of commands, playing a fun game for switch work and sequence and to increase social awareness. Using a box of organic foam "peanuts," one student’s switch-operated device says "open the box," another says "pour it over my head," while others say "pick up the peanuts" or "close the box."

In past years Ms. James filled the day with activities to teach skills and engage the class. This year, she adopted a different philosophy that challenges students to take the reins and make more choices about activities. She makes it clear that the team will support students’ desires whenever possible.

Her students tend to be passive, but Ms. James has seen a lot of growth in their ability to express feelings. Saying "no" is one of the most significant choices that they can learn to assert. Whether they signal "no" by looking away, grimacing or sticking out their tongue, "We accept, acknowledge and support them," says Ms. James. "That’s the power in your life when you can say ‘no.’"

Because these young adults need time to process questions, recognize their feelings and formulate a response, someone could easily become impatient and walk away. Speech therapist Maryann Gellert-Goldman, who works with two of the students, emphasizes their need for skills to engage other people. She says, "We help them present themselves to the outside world. We give them some power with ‘voice’ so that people will not pass them by."

She programs a Step-by-Step Communicator with a variety of social-exchange messages. Kristen can hit a switch to say, "Hi, I’m Kristen." A second hit, "How are you today?" And a third, "I feel great. Isn’t the weather beautiful?"

Voice recorded, Step-by-Step devices are easy to use. Parents or staff can program conversation that reflects the student’s personality and interests. Ms. James attaches signs to students’ wheelchairs with messages like, "Ask me about my weekend" or "Ask me about today’s lunch." When the student hits the switch, his Step-by-Step speaks individualized responses that draw people in.

Because switch-operated devices afford important opportunities, staff work hard to find at least one successful switch site for each student--the head, a hand, elbow or knee--continually exploring what motivates the student to use and maintain contact with the switch. Kristen is not a functional power-chair driver, but loves the excitement of moving through space. For her, using a power chair becomes a cause-and-effect motivator to hit a switch.

IEP teams for Ms. James’ class jointly write basic goals for each student—like switch access and engaging with others--that everyone works toward and reinforces.

As a recreation therapist, Rich Magnuson focuses on building a repertoire of leisure activities students can continue to enjoy post-HMS. To that end, he pursues many of the same goals as other staff--developing a relationship with each student, fostering self-awareness and self-expression, finding the right balance of motivation and challenge in activities, and he patiently attends to individual and nonverbal cues for response. He, too, works on consistent switch access, often using slapstick antics as motivators.

Occupational therapy assistant Millie Connelly further reinforces individual and group goals through activities like paper shredding, where students use big-mac switches to interact as a group and accomplish a task, "Is it my turn?" or "Great job, let’s do it again." Sensory spa, a more individual activity, gives students the opportunity to experience, explore and make choices among different sensory textures and massage oils.

As graduation approaches, Ms. James prepares journals introducing each young adult to future caregivers—user friendly, with humor, photos, a communication dictionary and helpful information. She tries to send her students into the world armed with skills, saying, "Their quality of life is impacted by their empowerment."

HMS Staff Complete Cross-Country Trek

STEPPING OUT FOR HEALTH… (From left) Staff members Lillian Cunningham, housekeeping, Joe Nally, physical therapy, and Paula Kordan, dietary, show off the tee shirts they received in recognition of their persistence as part of the "America on the Move" program to promote increased activity for better health.

HMS staff have walked 5,023 miles, a few more than the actual distance from Delaware to San Francisco. That adds up to about 10,046,287 steps. Staff members undertook this challenge last year with encouragement from HMS nutrition consultant Heidi Kecskemethy as part of "America on the Move," a national program that promotes better health through increased activity.

Participants walked at an individual, noncompetitive pace, using pedometers to measure their daily steps. Many participants eventually dropped out of the organized program, but four walkers, including Ms. Kecskemethy, kept up the pace. By fall, they brought HMS’ cumulative mileage to the cross-country total.

Lillian Cunningham of HMS’ housekeeping staff, Paula Jordan, a cook and member of the dietary staff, and Joe Nally, physical therapy aide, were recognized for their commitment and received tee shirts mapping their achievement. Happy trails to you!

HMS Artists Recognized at Children’s Seashore House

Art works created by HMS students were exhibited this past spring as part of Children’s Seashore House Art Show for Special Children. Four students received particular recognition: Emily, 2nd place, age group 5-10; Shawn, 3rd place; Michael, Special Award; and Joy, Collection Award, all in age group 11-14. Several of these works will be framed to hang as part of the long-term collection.

HMS art instructor Eiko Fan, who submitted the student work, devises unique opportunities for HMS students to create art. Anyone who views HMS’ annual multimedia Art Show, knows the colorful, imaginative and affecting results.

After 22 Years, Something Magical Still Resounds

(Top left photo) A PERFECT TEAM…As Bulah, a character in The Rainbow Sea, Taniesha (right) is amused by the gestures of Bubbles, played by her GFS partner, Kara, during the show’s final performance in May.

(Top right photo) HE’S MY PARTNER... Cameron (right) and his GFS partner, Charlie, made a great team playing Sam and Max Catz in this year’s Something Magical performance of The Rainbow Sea.

SOMETHING MAGICAL IS HAPPENING…Assistant teacher Thea Suchodolski shares a moment with Anthony. As a student at Germantown Friends School, she loved participating in two Something Magical shows. Now completing her first year as an HMS staff member, Ms. Suchodolski enjoyed watching her HMS students’ excitement over spending time with their GFS partners.

For HMS teaching assistant Thea Suchodolski, Something Magical has come full circle. As a student at Germantown Friends School, she participated in the program for two years, traveling weekly for several months to HMS, enjoying time with her HMS partner, Nicole, and rehearsing the original musicals. The experience had a profound impact on her life.

Her friendship and contact with Nicole continued until she mourned Nicole’s death in seventh grade. Ms. Suchodolski still attended the annual performances and started assisting at the Widener School for children with disabilities. By college, she had decided to pursue a career focused on children and families with special needs. Following graduation in 2004, job explorations led her back to HMS. In September, she became a teacher assistant with Nancy Barrow, the same staff member who had taught Nicole.

Delighted with her role, Ms. Suchodolski is starting a part-time graduate program in special education. "It’s been wonderful," she says. "I love coming in every day and on weekends I miss our kids."

Knowing how much Something Magical meant to her, she has enjoyed seeing the students’ excitement. "For me, Something Magical was the highlight of my whole elementary experience," she says. "It totally changed how I would ever view anyone with disabilities." She believes the program is also important for HMS youngsters who may not have much opportunity for interaction with more typically developing children. She notes how they looked forward to their GFS partners’ arrival on rehearsal days and that students in her class--like Marlee --get together with their partners outside of school.

Parents’ involvement helps to support out-of-school relationships, but Ms. Suchodolski also thinks the program’s design encourages partner interaction and playful time. She says, "The most lasting impression on me is definitely my relationship with my partner…A lot of memories are Nicole and I just messing around, playing and laughing about stuff."

This year’s performance of The Rainbow Sea brought that impact alive on stage, with warm partner exchanges and lots of smiles.

The Parents Corner

by Merrill Levine, guest writer

"Time to think about …TRANSITION!" Those words pierced my heart. You mean, leave HMS? Each year was so wonderful, I never really looked past the year to come. But it was here! I had to get out in the real world fighting, kicking, scratching, and clawing–using all my patience (big time!) and perseverance in looking for a place for Amy’s next chapter of her life.

It’s hard to find. There’s wonderful stuff going on for our children as students, but as adults, they have fewer choices. I was going to look everywhere until I found that special place for Amy. But where was the list I could start from or people who could help me? And who was going to tell me how to get through all the bureaucracy and the governmental agencies to get into any of these places I found? HMS could provide a beginning, but the bottom line is that no one can find a place for my daughter better than I can. I spent well over a year reading, talking, writing, and using the Internet. Slowly I began to understand what was out there and got some leads.

It was also a very emotional time. Not just because we were leaving HMS, but also because I had the responsibility to make decisions that would affect Amy for a long time. How could I be sure this was the right place? Would anyone love her like they do at HMS? Would she have the chance to be as independent and useful at this new place as she was at school?

We did find a wonderful place—Margaret E. Moul Home--that Amy has moved into. I felt at ease there as soon as I walked in on my first visit. Are all my worries and concerns gone? No! Will they ever be for any of our children who move away?

But I do know that HMS gave both Amy and her family a good start in this world, and hopefully we can carry this into our future. We love HMS for all they have given Amy, and in turn, us.

Thanks, HMS.

HMS Photo Gallery

HONORING VOLUNTEER CONTRIBUTIONS… Bill Hunter, recreation therapy coordinator (right), joins volunteer Warren Warner at HMS’ Volunteer Recognition event this past spring. A neighborhood resident who has cerebral palsy, Mr. Warner visits with students monthly and entertains them with harmonica tunes. HMS is grateful to him and to the many volunteers—of all ages—who generously give of their time.

Click here to return to the Main Page