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.

This school year, HMS admitted four new students and has offered enrollment to a fifth. Our admissions process, which typically spans at least a year, entails careful consideration by all parties and provides HMS, parents and their child and the sending school district time for a reasoned decision.

HMS evaluates numerous factors. Most important, we admit students who will be well served in terms of their academic, social/emotional and medical needs. Our focus is on those children who have the capability to learn increased independence through our educational, therapy and assistive technology programs.

We consider the potential advantage of the student’s attending HMS as opposed to remaining in a school closer to home, and we help parents to weigh those pros and cons. A child may be too medically fragile or display severe behavior problems. Or his disabilities may be less severe than those of most HMS students--we want each child to have peers.

We also balance HMS’ commuter and resident populations. Our services for 5-day and 7-day residents provide developmental opportunities not readily available for some children, and we are committed to keeping these options available. To that end, HMS uses several recruiting tools with regional and national exposure, including Exceptional Parent magazine, the National Association of Private Special Education Centers and attendance at professional special education, therapy and medically related conferences.

Most frequently, referrals come from the sending school district when they and parents agree that their child’s needs cannot be met locally and together seek appropriate resources. We invite parents and their district representatives to observe our program, usually arranging a separate evaluation visit for the student.

In the next stage, parents or their school district gather educational and medical records for review by HMS’ admission committee. We examine numerous factors such as classroom openings and the child’s age, gender, developmental level, interests and likely social fit, since opportunity for healthy friendships is important. For a promising application, we ask parents and their child to return for a day or even longer to clarify whether HMS can provide an appropriate educational program. Only after a thoughtful and thorough evaluation does HMS extend an offer of enrollment.

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WHAT DID YOU DO LAST NIGHT?. . . (left photo) Alanna expresses herself with enthusiasm and Nikkimah reacts with interest during morning exercises in Room 26. (right photo) Thomeqa enjoys an exchange with teacher Nancy Barrow as part of the same discussion. The students are relating experiences from the previous evening and getting ready for the new school day.

Walking into Room 26 during morning exercises, the calm, quiet atmosphere belies how much is going on. A visit soon reveals the cooperative, interactive environment. Students are identifying the day of the week, the month and the temperature and sharing reports of their previous evening’s activities. They are patiently listening to one another, interpreting each other’s speech and responding to classmates’ comments.

With veteran teacher Nancy Barrow setting the tone, these preteens and young teenagers are acquiring the skills that will help them to function successfully in school, at home and in the community.

The class includes four boys—Andrew, Anthony, Darius and Kenny, and three girls—Alanna, Nikkimah and Thomeqa. Two moved this year from another classroom; two are new to HMS. Five students commute daily; two are five-day resident students. Four have speech; three use communication devices. One student is just returning from an extended absence for surgery.

Working around their individual needs, Ms. Barrow crafts a curriculum that combines functional academics, life skills and support for her students’ social and emotional growth. Her warmth and respect for the children are evident as she coaxes them into action. She says, "I’d like each student to reach his or her potential for independence and ability to communicate feelings and opinions."

Ms. Barrow uses a variety of projects and experiences to teach material that ranges from math and reading skills to learning tolerance and feeling at home in the community. Whenever possible, responsibility for planning and decision-making rests with the students.

Field trips are important and often originate with the students’ interests, giving them exposure to the community and its resources. "Learning goes on as well, with development of social and communication skills, and the community also becomes more aware," says Ms. Barrow. Students vote on proposed ideas, plan the trip and work on the details, heading out six to seven times a year. Ms. Barrow says, "Almost everything we do is based on a majority vote. It’s a process, and it does take time."

Trips include picnics in local parks and travel to a private Center City swim club, Philadelphia Orchestra concerts and Harry Potter movies after reading each book.

Recreation coordinator Bill Hunter supports Ms. Barrow’s emphasis on students’ determining choices for leisure and recreation time. They are currently planning with him for a trip to the Free Library of Philadelphia and with colleague Karen Sheer are crafting a horticulture project to memorialize a classmate who died last year. Ms. Barrow says, "We want to provide a well rounded experience in the school community and in community settings.

Ms. Barrow incorporates academic learning into these and other activities. A social studies unit on city government is reinforced by participation in student government activities. Students recently ran for election as officers and help to plan events and fundraising activities. They also researched State Senator Vincent Hughes prior to his recent visit as a guest reader and prepared a host of questions about his activities.

This class engages in charitable giving. With opportunities to earn money at school, each child contributes a portion for gifts to a local shelter for children and families. They also make get well cards for staff and students who are ill and write thank you letters to visitors. These projects wrap into their language arts work. Ms. Barrow says, "It’s also about responsibility to the community and giving back. And it’s part of learning good manners."

Every Friday, the class heads to the dining room for "Lunch Bunch," to get their own food, hang out together and clean up, part of Ms. Barrow’s effort to provide life experiences where they can take responsibility for themselves and their choices.

In addition to hard work on annual projects like the Science Fair, many students work individually, using the EdMark computer reading program and math and word-processing software. The focus is on applying new skills in a practical context. Telling time, reading and following schedules, counting and making change are all used throughout the week. Students identify the time to leave for therapy sessions. They sell snacks to benefit student government.

"I approach the students as individuals," says Ms. Barrow, "but I also teach skills broadly, not knowing for sure what they’ll grasp. I don’t want to ignore individuals in terms of specific content." Room 26 is in no danger of being ignored, as a group or as individuals. Ms. Barrow is finely tuned to their physical, cognitive and emotional wellbeing, and they are flourishing.

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The last issue of the newsletter reported on Kwame’s preparation to transition into a community school, a larger, more challenging setting where he can continue to develop academically and socially. With his parents’ agreement, HMS initiated a process that spanned two years and included considerable effort to ready Kwame for the move.

Shortly before the start of the current school year, Kwame’s placement was finalized. The Philadelphia School District concurred with HMS’ recommendation for a placement at Widener Memorial School, a self-contained day school for students with physical disabilities.

Kwame, age eight, has made a successful adjustment. His mother, Vivien, reports that Kwame likes his new class and his teacher and enjoys the activities that are available. She said, "HMS was really great, but I knew that eventually he needed to move on so he could become more independent." She acknowledges that it was a difficult move, but she expects to retain her ties with HMS. She has brought Kwame back to visit his friends and plans to bring him to some special HMS events.

Sallie LaMorgia, HMS special education coordinator, recently visited Kwame’s Widener classroom and was pleased to see how well he has settled in. "He’s truly his own person there, as he was here at HMS. His personality is allowed to shine and he enjoys the new challenges," she said.

HMS staff stand ready to assist Kwame’s new teacher in any way that will continue to support his growth. Special education supervisor Christina Coia said, "Kwame’s HMS team worked diligently to make sure that he was well prepared and that the transition process was successful. We want to remain available."

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We encourage you to consider a gift to HMS School through your organization’s United Way Campaign. In filling out the Donor Choice form, please list the school as your designated charity (CODE: 00240). Although you will not find HMS in the Donor Choice book, we are listed on the website at www.uwsepa.org.

For assistance, speak to your United Way coordinator or call HMS at 215.222.2566 for help in obtaining or completing the required form.

Your generosity will help HMS to continue the high level of programming that our students deserve and we thank you.

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Exceptional Parent recognized two HMS staff in recent issues of the magazine. Life Skills Assistant Linda Table was applauded for her devotion, personal involvement and high level of caregiving to HMS students. Classroom teacher Nancy Barrow was recognized for her gifted teaching and ability to facilitate students’ cognitive and social-emotional development.

Barri Alexander, occupational and physical therapy coordinator, and Trish Hamilton, senior occupational therapist, completed intensive training and earned a certificate in Pediatric Neuro-Developmental Treatment, an advanced hands-on therapeutic approach practiced by experienced occupational and physical therapists and speech-language pathologists.

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Dr. Steven Bachrach, HMS medical director, is on sabbatical leave from his position at duPont Hospital for Children. Together with his family, he is spending the year in Israel, where he is revising the second edition of his co-authored book, Cerebral Palsy: A Complete Guide for Caregiving. Dr. Maureen McMahon, a member of duPont’s Department of Pediatrics, who works in partnership with Dr. Bachrach on the hospital’s CP team, is covering his responsibilities at HMS, insuring that students continue to receive excellent care in his absence.

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Despite a cold and rainy October day, the 13th Annual Fall Golf Classic netted $12,000 to benefit HMS’ dance movement therapy program. Braving the drizzle and even an occasional downpour, golfers enjoyed the comraderie and had a good time while supporting a program that has become a vital addition to the school.

HMS is grateful to Vince Mazzei, Mike McDermott, Todd Strauss and Chris Welde, the tournament’s founders and planners, for their commitment to serving the community, their hard work in achieving a successful event and their selection of HMS as a beneficiary for the fourth year. HMS also applauds and thanks the many sponsors and donors who supported the school through this tournament.

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Diane Gallagher, HMS Director, recently asked me and several other HMS parents if we would be interested in writing for the "Parents Corner." This is not something I feel qualified to do other than the fact that I am an HMS parent, and as a parent I may have encountered some of the same situations as others.

Just to introduce myself, I have two children, Melea and her 19-year-old brother, Grady. I am divorced and work part time in retail.

My daughter, Melea, has been an HMS student since 1993. You may have seen her around the school, a very pretty 16-year-old young lady with a pleasant personality. She is currently a five-day resident, a difficult decision for her father and me. At first, working with Melea’s team members, we decided to have her stay at school on Thursday nights. This worked well, allowing Melea time away from her family, time for her to develop friendships at school and to gain independence.

Several years ago however, Melea began to develop scoliosis and the daily routine of riding the bus became too much for her. This is when we decided to have her become a five-day resident. The arrangement worked so well that after Melea’s back surgery, we decided to continue her residence at school. Melea loves Monday mornings when that school bus arrives. Some days she almost jumps out of her chair.

Like many parents before us we experienced so many feelings--guilt, a loss of control, loneliness. Was she crying and missing us? Did we make the right decision? As we look back, we know that we did. Melea has become independent, can handle changes in her environment with ease, has developed friendships and goes on outings that she would not have the opportunity to do if at home every evening. Melea is happy and that is what is most important!

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POLITICS CAN BE ENTICING. . . Kenny and Patrick n pay close attention to Pennsylvania’s State Senator Vincent Hughes as he reads So You Want to Be President during his November visit to HMS as a guest reader. Senator Hughes spent a lively hour interacting with students who plied him with questions about everything from his legislative responsibilities to his personal life. The senator was gracious and forthcoming in his responses.

GETTING AROUND TOWN. . .Travis is set to go, using the wheelchair lift of a SEPTA bus that recently visited HMS. Organized by Millie Connolly, occupational therapy assistant, the visit gave older students who participate in her Functional Life-Skills group an opportunity to experience the wheelchair lift and tie-down resources available on public transportation in Philadelphia.

MAKING NEW FRIENDS. . . Gregory has a smile for his Germantown Friends School partner as they meet for the first time this fall. For 20 years, the Something Magical project has partnered children from the two schools to play and work together over several months in preparing for a musical performance. This year’s collaboration is underway earlier than in the past, culminating in a February presentation that will take a different turn from previous years.

DRESSUP IS FOR EVERYONE. . . For this year’s Halloween celebration, students broke the parade tradition and opted instead for a dance. Dressed in a wonderful variety of colorful costumes, both students and staff had a grand time moving to the music and surveying one another in disguise. Here Jeffrey (lleft photo) poses for a photo with recreation therapist Rich Magnuson and Phillip (right) takes a spin on the dance floor with his mother, Sheila, who visited school for the event.

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