1. technology and computing

FLEXIBILIT Y
ANNUAL REPORT
2013-2014
EDUCATION
INDIVIDUALIZATION
TEAMWORK
INDEPENDENCE
TECHNOLOGY
THERAPY
ENROLLMENT at HMS
2013-2014 School Year
LEADERSHIP MESSAGE
Total enrolled: 58
Ages 5-9: 9
Ages 10-12: 10
Ages 13-15: 15
Ages 16-18: 14
Ages 19-20: 10
7 Day Residential: 6
5 Day Residential: 6
Day Student: 46
2
Dear Friend,
Special education relies upon individualization. At
HMS, we push individualization to the highest level
because we know that understanding, responding
to and planning around each child’s unique set of
strengths and challenges means the difference between
a person who can actively engage in his or her
community and one who is unnecessarily limited by his
or her disability.
This customization begins before an applicant
enters our doors as an HMS student and continues
through eventual transition out of HMS. Through
conversations with the family, teachers and the school
district, and comprehensive evaluations of the student’s
educational needs and capabilities, we establish
individualized schedules that are based upon the child’s
educational, physical, social and emotional needs. This
can mean scheduling a student’s day to maximize his or
her peak energy times or being mindful of the needs of
some students to sequence therapies to reap the greatest
benefits. This year, one student spends Mondays
through Thursdays here and Fridays maintaining relationships with peers
at her neighborhood school.
We’ve built this kind of flexibility into every aspect of our school. We
have found that the intense and specialized work we do in developing an
individualized education program, including custom fitting a wheelchair
and recommending assistive technologies, allows comfort and freedom
that facilitate the independence that we all seek for our students.
Creating a specialized plan for each child begins with the question,
“What can we do for this child to help him or her develop fully as a
unique individual?” The answer evolves over time, through the input of
our large team of professionals-- educators, therapists, nurses and trained
assistants and aides-- experts in a breadth of disciplines who share the
common belief that we help each child most by focusing on his or her
abilities.
It is almost impossible to know what potential each of our children holds
inside, so we take the time to watch and learn, with hyperfocus on the
nuances that make up each child. The traditional concept of education
belies the breadth of what we do. At HMS, education encompasses every
facet of what our students need to participate, engage, and represent
themselves. Everything we do here serves the higher purpose of each
student’s self-actualization, and that requires the utmost tailoring and
customization.
Most schools cannot begin to offer this extensive flexibility. We choose to
do so because we see our students’ need for it, and we relish the positive
results that are so evident to staff and family. This is a costly choice that
we feel is essential to our students’ success. For that reason, we ask for
your support, to continue allowing us to help our students grow into the
individuals they can be.
James E. Gowen, II
President, Board of Trustees
Diane L. Gallagher, Ph.D.
Executive Director
3
EDUCATION at HMS
parent
teacher
nurse
social worker
music
dance movement
therapist
therapist
therapy
assistants
and aides
art
specialist
DEN
assistive
technologist
T
speech language
therapist
recreation
therapist
occupational
therapist
The Team
4
We use every tool at our disposal to teach students to
physical
therapist
STU
teacher
assistant
S
certified nursing
assistant
at HMS
tudents come to HMS School to learn how
to navigate the world. Education can mean
learning about other people and telling them
about yourself, learning how to control your wheelchair independently, learning how to direct others to
care for your personal needs in the way you desire,
or learning how to access leisure activities that will
sustain life-long interests.
“My primary goal is having the children
become as fluent as possible with their
communication devices and then teaching
them to use these devices to solve their real
world problems and advocate for themselves.
Each child will have a different device,
access method and program, but the goal
is the same.”
— Kevin Rafferty, Special Education Teacher
be productive, happy and independent in the
world outside of school. Every student comes
to us with a different level of ability, including
varied levels of receptive and expressive
communication. His HMS education
begins with a multidisciplinary evaluation to
determine current functional skills and the
anticipated potential for development of goals
and objectives to move to the next level.
example, a teacher will work with a speech
therapist to ensure that a student has the
right vocabulary, messages, or prompts on
his device to be able to have a meaningful
conversation. If that child does not have a
device, the conversation will focus on how the
child can communicate through an exchange
that involves turn-taking, eye gaze, signals or
sounds, or a combination of all of these tools.
Every child’s educational plan is personalized
and dynamic, with each member of the team
bringing his or her own expertise to bear. For
As the team plans for each child’s transition
beyond HMS, new priorities guide the
educational goals. The student who will be
living in an apartment with a caregiver will
have different needs than the student who
will move to a residential program for adults
with special needs or the young adult who is
going to live at home. For instance, a student
who will be living more independently will
focus on planning and taking trips to the
grocery store and learning how to pay at the
checkout. A student who will be moving
to a residential program will benefit from
participating as part of a social group, and
learning how to compromise and how to
establish his own identity and preferences.
“It’s important to give each child the power to express what is going
on with their body or their mood — are they cold, in pain, bored, sad?
Some students may not be ready for a communication device. They still
have to be able to tell us if something is wrong, so I focus a lot on body
parts in my classroom. They need to first learn what that body part is
called and then how to communicate to somebody else that that is the
part that’s hurting.”
— Kristin McKeown, Special Education Teacher &
Assistive Technology Professional
5
TECHNOLOGY at HMS
Triggers
Eye Gaze
Head/Gross Motor Movement
Voice Activation
Manual Direct Selection
Switches placed at
Head
Hands
Knees
Elbow
Types
Fiber Optic
Electronic
Mechanical
Pressure Sensitive
Joystick
6
At Hands
At Chin
O
ur students depend upon technology to be
heard — to express opinions, to emote, to ask
for help, and to discuss — to participate, and
to move. Our job is to help our students access this
technology as effortlessly as possible. The options
expand constantly as technology and its applications
evolve. Our team is integrally enmeshed in this
evolution. We participate in research, test new
technology and provide feedback, train therapists
and educators, and regularly speak at conferences.
We continually push the boundaries to establish
“It’s important for us to be well-versed in all
of the newest technology, and to remember
that state-of-the-art might not always be the
most appropriate for each child. The goal is to
make sure we’re always making the best fit of
technology for the individual student.”
– Dawn Rainey, Assistive Technologist
a means of access to new technology, be it
specially-designed assistive technology or
the same universal technology most people
regularly use. A few years ago, using Skype
to maintain contact with home was stateof-the-art for our students. Now, we’re
introducing MacBooks, Bluetooth and
wireless technology.
Although each student’s technology plan is
unique, all students’ plans share a common
goal: increasing independent communication
and mobility. Typically, our students’ hand
skills are very limited, which makes use of eye
gaze, switches and voice activation important
options. In designing each child’s plan, we
consider what skills that individual child brings
to the table, and her energy level throughout
the day. It’s important to recognize that a child’s
abilities may wax and wane over the course of
the day. For instance, some students have the
stamina to access a joystick with their hands
in the morning. By afternoon, that same child
becomes tired and must depend upon a switch
or eye gaze to access her device.
Physical ability is just part of what is needed
to access technology; concept formation and
understanding are the critical links. Our team
teaches students the relationship between
cause and effect that is necessary to use their
devices to communicate accurately, i.e., “if I
“When you’re speaking about assistive technology,
“better” is defined as more efficient, which means
faster, more accurate and with less energy expenditure
by the child. The team never stops considering new and
better options for each child.”
touch a smiley face, that means I’m happy.”
Once a student understands the power of her
device and how to operate it, and masters the
physical control, a world of options opens up.
The scope and depth of each student’s control
depends upon her level of understanding.
While one student might understand that
she can turn on and off the TV by using
infrared technology, another might be able
to integrate that skill to change the channel,
control the volume, or stop and re-start the
recording based on her needs at the moment.
“It’s not just about the physical ability to
master the access method; it’s learning
the concepts cognitively.”
— Kristin McKeown, Special Education
Teacher & Assistive Technology Professional
— Dawn Rainey, Assistive Technologist
7
HEALTH SERVICES at HMS
Nursing Services
at HMS include:
Tube feeding
Nutrition
Seizure management
Skin assessments
Medication
administration
Bowel & Bladder
management
Personal Care
8
A
bove all else, parents who entrust their
child’s education to us need to know that
we have the ability to manage complex
health needs. We employ a dynamic team of
nurses, a director of nursing, a medical director
and an associate medical director (who substitutes
for the medical director), all pediatric specialists
with a subspecialty in cerebral palsy. Each of these
practitioners brings diverse expertise to the team,
from emergency medicine to rehabilitation. This
gives us the ability to meet the healthcare needs of
“Children are so often dismissed as if they
have no voice. Here every student has a voice
and we listen for that voice — whether it’s
the expression on their face, the movement of
their body, the look in their eyes.
— Mary Anne Bayne, former Director of Nursing
Services, retired July 2014
many medically fragile students who would
otherwise be limited in their ability to
attend school – students with extraordinary
feeding needs, seizure disorders or who
need ongoing assessment due to medical
conditions. We are committed to enabling
these students to experience school in as
normal a manner as possiblet.
A hallmark of our wellness and health services
is our respect for each child’s dignity. In
many schools, teachers provide personal
care tasks. At HMS, our healthcare workers
provide this care. By making this delineation,
we differentiate the student/care provider
relationship from the student/teacher
relationship.
Our students with developing
communication skills have a difficult time
explaining the origin, severity and history
of a health-related problem and whether
it’s physical or emotional. Our nurses play
a critical role in assessing the situation, by
checking vital signs, ruling out medication
side effects, determining medication efficacy,
and assessing fluid intake and elimination.
They work hand-in-hand with parents, other
team members, and the child’s medical care
providers to assess and problem solve.
‘We pay attention to every nuance and to their mood. Most of the
time, our students can’t tell you what is wrong. Even the children with
solid communication skills are still limited, particularly when they’re
in distress. And they may not have the language to express what is
wrong. You have to look at the whole person beyond language to try
to assess what is going on. This is a huge benefit of what we offer
here — being in tune with the whole child.”
– Mary Anne Bayne, former Director of Nursing Services, retired July 2014
Each student has an individualized nursing
care plan that evolves as his needs change.
Elements of this plan include: nutrition
and feeding, skin assessment, seizure
management, medication management
bowel and bladder management, and
personal care. In keeping with our core
philosophy, we look at the child’s typical
wellness profile — where he is most
functional — and work to maintain and
capitalize upon it. By focusing on each
child’s functional ability, not disability, we
strive to propel each child forward to do
more when he is at optimal health.
“When the team realized that my daughter was
having pain during the day from sitting in her
wheelchair, they devised a plan to give her rest
time each day out of the chair. Giving her a break
from the pain has made a world of difference. She
is able to engage more in everything.”
— Deb Shiber, Mother of second year
HMS student Haley Shiber, age 17
9
HMS School for Children with Cerebral Palsy
Board of Trustees
Administration
James E. Gowen, II, President
Peter A. Vogt, Vice President
Margaret T. Lile, Secretary
Woodward W. Corkran, III, Treasurer
Kerri Hanlon
Nancy G. Harris
Thomas H. Hipp
Elizabeth G. Kuensell
Natalie C. Bracaglia (ret.)
Rebecca H. Bradbeer
Diane-Louise Casson
Cynthia M. Cheston
Thomas P. Drake, M.D.
Walter E. Farnam
Katherine S. Hamblett
Scott L. Kuensell (ret.)
Marie T. Logue
Charles F. Pilkington
Diane P. Talarek
Susan T. Wilmerding
Francis I. Gowen, Emeritus
Diane L. Gallagher, Ph.D.
Christina R. Coia, M.Ed.
Mary Barrett, M.S.N, R.N.
Peter McGuinness, M.A., M.S.S.
Alvin M. Wadler, B.S.
Dialya Avegnon
Larry Blickley
Executive Director
Director of Education
Director of Nursing
Director of Admissions
Director of Finance
Director of Residential Services
Director of Facilities
Medical Director
Steven Bachrach, M.D.
Developmental Pediatrician
Co-Director, Cerebral Palsy Program
Nemours A.I. duPont Hospital for Children
Associate Medical Director
Dr. Maureen McMahon
Assistant Professor of Pediatrics
Jefferson Medical College
10
HMS School Serves Students from
Philadelphia and Beyond
HMS School’s specialized resources for children with cerebral palsy are
recognized by families and school districts from a wide geographic area. In
2013-2014, students came to HMS from the following communities in
Pennsylvania, California, Delaware, Massachusetts, New Jersey, and Virginia.
Aldan
Ardmore
Aston
Bala Cynwyd
Bensalem
Birdsboro
Bryn Mawr
Chadds Ford
Churchville
Collingdale
Conshohocken
Doylestown
Drexel Hill
Elkins Park
Fort Washington
Glen Mills
Glenside
Hatboro
Hatfield
Havertown
Huntingdon Valley
King of Prussia
Lancaster
Langhorne
Lansdale
Livingston, NJ
Milford
Morton
Mountain Ranch, CA
Narberth
Nuremberg
Philadelphia
Plymouth Meeting
Ridley Park
Rutledge
Schwenksville
Secane
Smyrna, DE
Sterling, VA
Thornton
Villanova
Virginia
Wallingford
Washington Crossing
Wenham, MA
Westampton, NJ
Wilmington, DE
Wynnewood
Internships at HMS
HMS is committed to preparing the next generation of
practitioners in special education, the therapeutic discipline,
social work, and medicine. Every year staff members accept
the responsibilities of supervising interns for clinical experience
with HMS students. From time to time, students who intern at
HMS have returned to join our full-time staff. We were pleased
to work with over 65 students from 10 schools, colleges, and
universities in 2013-2014.
Bryn Mawr College
St. Joseph’s University
Social Work
Special Education
Drexel University
Temple University
Dance/Movement Therapy
Special Education
Music Therapy
Physical Therapy
Recreation Therapy
Harcum College
Physical Therapy
Thomas Jefferson University
Old Dominion University
Physical Therapy
Recreation Therapy
University of the Sciences
Penn State University
Occupational Therapy
Physical Therapy
Speech/Language Therapy
University of Scranton
Occupational Therapy
Salus University
Widener University
Occupational Therapy
Physical Therapy
Slippery Rock University
Recreation Therapy
11
THANK YOU VOLUNTEERS!
Volunteers are a welcome addition to the HMS family. In 2013-14, numerous individuals gave their time and talents to HMS by reading to
students, organizing events, assisting with dance and drama programs, helping at art exhibitions, and so much more. We would like to thank the
volunteers listed below for their commitment to HMS.
Rebekah Ann
Elisheva Apple
Karly Bais
Rachel Kantra Beal
Klyde Breitton
Sonya Budnovitch
Robert Burden
Lucia Calthorpe
Thomas Cameron
Latiesha Carter
Anthony Casillas
Sierra Centkowski
Anny Chan
Younghee Choi
Tori Clarke
Corina Cleffi
Danielle Convery
Rodney Cummings
Julia D’Souza
12
Drue Davis
Adam Evans
Carli Fitzgerald
Lindy Foo
Erin Gallagher
Sakiya Gallon
Alexander Graf
Michelle Ho
Sonia Jacob
Tara Jaison
Cole Kennedy
Jane Kim
Lorraine Kim
Kun He Lee
Anthony Martin
Dawn Mazzola
Jilisa McCullough
Elizabeth McKeown
Alanna McKnight
Jose Molina
Anna Morales
Samantha Morales
Nadya Nee
Sarah Nichols
Audrey Nvamah
Jigar Patel
Pooja Patel
Bevan Pearson
Nikhil Rajapuram
Abhinay Ramachandran
Tamar Reisner
Haley Robinson
David Rubio
Kathryn Schwengruber
Rohan Shah
Samir Shah
Talia Siegler
Mary Elizabeth Stickney
Brandon Sooknandan
Jim Sweeney
Amanda Valleta
Avinash Vaswani
Christian Wiedemann
Sophia Yang
Jennifer Yi
Maria Zilberman
Lauren Zlotnick
Guest Readers and Presenters
Chris Aiello, HMS Parent
Dr. Dan Gottlieb, psychologist
and radio host
Terry LaBan, Cartoonist
Jody Roberts, HMS Parent
James Roebuck, PA State
Representative
REVENUE & EXPENDITURES
In 2013-2014 HMS School for Children with Cerebral Palsy had operating revenue and expenses of approximately $8 million and, as in past years,
had a balanced budget.
An audited financial statement is available on request.
Revenue
91% 3% 4% 2% Tuition & Fees
Voluntary Support
Government Grants
Other Revenue
Expenses
67% 10% 4%
11% 8% Education & Therapies
Administration
Food Service
Residential Services
Nursing
13
A SPECIAL THANKS to our CONTRIBUTORS
We are most appreciative of these individuals, corporations, and foundations whose gifts have allowed us to enrich our programs and activities,
maintain and improve our facilities, and build for the future.
$10,000 and above
$5,000-$9,999
$1,000-$4,999
Estate of Katherine L. Jones
The McLean Contributionship
PNC Bank (EITC)
Estate of Henry G. Freeman
Estate of Howard H. Roberts
D’Angelo Financial Services (EITC)
First Niagara Bank
Sarah Gardner Charity Trust
The Hanlon Family
Nancy G. Harris
Henry & Penelope Harris
James & Marie Logue
Philadelphia Indemnity Insurance Co.
(EITC)
The Scholler Foundation
The William T. Vogt & Lorine E. Vogt
Charitable Foundation
Ammon & Maryanne Baus
The ASCAP Foundation
Barbera, Clapper, Beener, Rullo,
& Melvin, LLP (EITC)
Blue Danube, Inc. (EITC)
Liam Bonner - “Skating for CP”
Fundraiser
Campbell Transportation Co. (EITC)
Morris & Cynthia Cheston
James Cobb
Connelly Foundation
Cooke & Bieler, L.P.
Emerson
Walter & Carolyn Farnam
Estate of Henry G. Freeman
James Gowen
Casey & John Hamblett
Hamilton Family Foundation
14
Deanna Hynansky
Stephen Kaye
Susquehanna Bancshares, Inc.
Jane C. MacElree
James & Mimi McKenzie
Merck Foundation/Partnership
for Giving
MyCIO Wealth Partners, LLC
The E. Newbold & Margaret duPont
Smith Foundation
The Dale L. Reese Foundation
Estate of Joseph G. Rittenhouse, Jr.
Edward & Antoinette Starr
Dennis Talarek
Diane Talarek
Verizon (EITC)
Doug & Michele Wheaton
David & Susan Wilmerding
Our Contributors, continued
$100-$999
ACE Foundation
Aetna Foundation, Inc.
Steven Ahrens
Amoroso’s Baking Company
BBB Society — University of
Pennsylvania
Beverly Alexandre
Allstate
Don & Wendy Andree
Steven Bachrach & Pearl Elias
Manuel Bairos & Eleanor Fallon Bairos
The Barrett Family
Rhett Behrje
John Bennett
Karen Berberian
The Krysti Bingham C.P. Foundation,
Inc.
Blasz Construction, LLC
Philip Bonelli
Charles & Florence Borda
John Bracaglia
Paul & Natalie Bracaglia
Rebecca H. Bradbeer
Joseph & Marilyn Brennan
Donald Brett
Fran Byers
Steven Capriotti
Susan Church
Christina Coia
Dr. Vera Cole
Conshy Consignments, LLC
Pat & Ed Costa
Crystal Chemical Company
Anne Deckert
Naomi & Avi Decter
Peter DeFazio
Michael & Betty DelVacchio
Robert & Susan Denious
The Dickens Fellowship, Philadelphia
Branch
Mary Disston
Dr. Thomas Drake
Mary Ellen & Justin Dysart
John Ferullo
Larry Filtz & Marian Baldini
Michael Finelli
Robert & Kathleen Flory
John & Eleanor Fogarty
Ellie A. Fogarty
Brad & Holly Fullerton
Diane L. Gallagher
B.J. Ganter
Gardner/Fox Associates, Inc
Theresa Gawlinski
Mindy & Michael Goldberg
Edith Grassi
Abraham, Haia & Yisroel Guttmann
James & Kathy Hagins
S. Matthews & Anne Hamilton
William & Patricia Hancock
James Lee Henry
Laura Hornberger Fund of The
Philadelphia Foundation
Morton Howard
Mimi Ingersoll
Frank Innes & Mary Brewster
Jefferson Arts Organization
Luanne Jenks
Richard Jenks
Anthony Jiorle
William Kitchell
The John E. Kostic Memorial
Foundation
Scott & Elizabeth Kuensell
Philip & Sallie LaMorgia
Curtis Langlotz & Mary Leonard
Stephen & Lee Law
Richard, Terry & Carey Leshner
Harold & Merrill Levine
John & Elizabeth Lindsay
Margaret Lile
Dr. & Mrs. Robert Lloyd
Suzanne Maahs
Helen Madeira
James M. McFadden
Charles & Diane McGovern
Peter McGuinness & Mamie Guidera
15
Our Contributors, continued
Kathleen McNicholas, M.D.
Merck GSG Employees
Freeman & Lois Miller
Thomas & Deborah Miller
Mr. & Mrs. Nebiolo
Mitesh Patel
Penn State University, Department of
Nutritional Sciences
Ron & Eleanor Perna
Frank & Vivian Piasecki
Charles Pilkington
Stephen Rennard
Rotary Club of Lancaster
Constance Salidis
Robert Salwach
John Schank
Leslie Servidio
Anna & Mitch Shiles
Edward Short
Martin Simon & Vera Cole
Charly & Patty Smail
Mr. & Mrs. P. Smyrl
16
Mariana Sorensen
Richard Steinbeiser
Geoffrey & Alice Taylor Stengel
Roy & Lenore Stern
Target Take Charge of Education
Robert L. Thompson
Mary Tilghman
Adam & Rachel Tyson
Alvin Wadler
Timothy & Carol Ward
William Warden
William Whetzel
Dwight & Denise Whiteman
Susan & David Wilmerding
L. David Wise
Catherine A. Worrall
Szabi & Rava Zee
Up to $99
John & Barri Alexander
Herman & Madeline Axelrod
Roger Ball
Tom & Patricia Barrow
Mr. & Mrs. Belfie
Linda Berry
Raul & Charlotte Betancourt
Jeffrey Cahill
David Caplan
Diane-Louis Casson
Shelby & Benjamin Chestnut
Foundation
Michael & Annette Christina
Caroline Ciesielka
Birchard & Marlynne Clothier
Phyllis Cohen
Ms. Estella Davis
Rose Ann DeAngelis
Delaware Valley Rose Group, LP
Mette Deleuran
Peter V. Deon
Maryann DiGregorio
Edwin & Sophie Donaghy
Cynthia Drayton
James Elliott
James Farmer & Elaine R. Axelrod
Margaret France
Mr. & Mrs. Gallo
James & Barbara Gennello
Yadiel Gonzalez
Green Tree School & Services
Sally Groupp
Erin Haas
Ed & Rose Halligan
Martin Heckscher
Linda Hirshorn
Bryant & L. Noelle Holliman
Mr. & Mrs. Holst
Edgardo Jaminola
Shailu Jaswal
Bruce & Laurie Jenks
Shirley & Bob Johnston
Martin Krimsky
Our Contributors, continued
Mr. & Mrs. J. Lampe
Robert & Barbara Law
Sally Solomon & David Lieb
Cuc Ly & Tu Cam Vuong
Leonard & Jenny Maahs
Rachelle Maltese
Franny Marazzo
Kathleen Martin-Weis
Kathleen Mason
Christopher Mattern
Erin McClain
Margaret McGuckin
Jonathan Michewicz
Maureen P. Miller
Laura Miltenberger
Monarch Hardware Company
Mildred Mullen
Suzanne Muller
Theresa O’Brien
Timothy O’Hara
Mindy Olimpi-Zucca
Theresa Olonovich
Stephen & Maria Oratis
Raymond, Mary Anne & Thomas
Porecca
Janice Quinn
Jon Radomile, DDS
Michael Reese
Velia Rucci
Debra Sanes
Andrea Santoro
Mark Santoro
Leslie Saul
Sylvia Schneider
Ms. Adeline Schultz
Amy Schwarz
Jay Sigler
Spruce Hill Community
Association
Paul Stang
Tara Steketee
Edwin Sugita
Henderson Supplee, III
Mr. & Mrs. M. Torgan
Gifts-in-Kind
Edmund Trethewey
Victoria Viglione
Michael David Wadler
Jacqueline Waiters
Kim Wakiyama
Carly & Sydney Wilson
Mr. & Mrs. L. Wittig
Catherine Worrall
Paul & Miriam Worrell
Margaret Wright
Andrew & Debbie Zlotnick
Ted Zobel
Donor listings reflect
contributions of $25 and above
received between July 1, 2013
and June 30, 2014. We regret
any errors or omissions.
We are grateful for gifts-in-kind such as
equipment, office furniture, books, DVDs,
services, and tickets to events. Our thanks
to the donors listed below who have
enriched our programs and enhanced the
lives of our students and staff.
Janine Blythe
Wafik El Deiry & Evelyn William
Mark and Emilia Di Cocco
William Geilfuss
Michael and Mindy Goldberg
Brian and Kerri Hanlon
Scott and Tracy March
Celinas Molina & Anthony Casillas
Bruce Sham
Howard & Gloria Shotz
Veggie U
17
Gifts in Honor of People and Events
Gifts in Memorium
HMS is appreciative of gifts in honor of specific individuals and
occasions. They serve to remind us of the importance of HMS in
the lives of friends and families. We received gifts in honor of the
following individuals:
Gifts to honor the memory of a friend or family member have a
very special meaning. They provide a significant memorial to the
individual and continued support for HMS School. We are grateful
for the gifts received in memory of the following individuals:
Mary Anne Bayne
Katelyn Blaszczyk
Ava Bracaglia
Christina Coia
Pat Costa
Justin Dysart
Heath Goldberg
The Gowen Family
Nancy Harris
HMS School Directors & Managers
18
HMS School Staff
Ryan Law
James & Marie Logue
Rich Magnuson
Patrick McGovern
Ana Ramirez-Fogg
Diane Talarek
Carla Talarek
Abel Tyson
Nicholas Bracaglia
Peter Bur
Elsie Craft
Anna DeAngelis
Kathleen Fallon Ross
Jami Fiel
Michael Gallo
Richard H. Jenks
Amy Levine’s grandparents
Joseph Maahs
Margie McAnally
Donald Meeks
Joseph Pieczkolon
Lorine Vogt
Joseph Wolos
HMS SCHOOL for CHILDREN with CEREBRAL PALSY
Celebrating 131 years of excellence
HMS School in Philadelphia’s University City neighborhood specializes in working
with children and young adults through age 21 who have complex, multiple disabilities
resulting from cerebral palsy, traumatic brain injury, or other neurological impairment.
As experts in the field, HMS provides cutting edge education and therapy programs
for day and residential students that build independence to help students transcend
expectations. In HMS’s loving, respectful environment every child thrives.
HMS, founded in 1882, was the first institution of its kind in the nation. Initially
HMS cared for children with all types of physically disabling conditions. From the
1920s until shortly after the discovery of the Salk vaccine in 1955, HMS primarily
cared for children with polio. Since 1958, HMS has focused on the needs of children
with cerebral palsy and similar disabilities.
As HMS has evolved and responded to children’s changing health, educational and
social challenges, our mission has remained the same: to provide the special education, individualized therapy and loving attention that empowers children and
young adults with physical disabilities to reach their maximum potential.
HMS’s special education curriculum meets state standards and is approved by the Bureau of Special Education, PA Department of Education. Our residential
program is certified by PA Department of Human Services, Division of Children, Youth and Families. HMS is licensed both as an Approved Private School
and a Private Academic School by the PA Department of Education (PDE). We also work with out-of-state school districts and their state Department of
Education to explore agreements for placement and funding (current out-of-state approvals in DE, NJ, CA, VA, and MA). HMS is nonsectarian, admitting
and serving students from any locality without regard to race, color, religious creed, disability (except as limited by PA Department of Education program
approvals), ancestry, national origin (including limited English proficiency), age (within school ages) or gender.
19
4400 Baltimore Avenue
Philadelphia, PA 19104
www.hmsschool.org
You can also donate online at
www.hmschool.org/support/donate-now
Thank You!