A Case Manager for Each Student (back to top)
The case manager coordinates varied services and, most importantly, communicates with home so that strategies can be shared.
Total Communication (back to top)
Recognizing that communication is essential to a person’s sense of self, a total communication approach is utilized in this program. Maximizing a student’s communication development through assessment and intervention while using a total communication approach (verbal speech, natural gestures, use of facial expression and body language, use of sign assisted English, picture symbol systems, both low tech and assistive technology devices) is utilized. Other goals include maximizing a student’s independence, as well as success and full participation in the classroom setting and in his/her community.
Occupational Therapy (back to top)
The goal of the occupational therapy component is to maximize an individual student's functional classroom and life skills by looking at a variety of perceptual and neuromuscular factors. Based on knowledge of neurology, kinesiology, development, medical diagnoses, and current research, a treatment plan is developed and implemented using a primarily inclusive model with pullout as necessary.
Sensory Integration (back to top)
The organization of sensory input so that a student can use his/her body to interact effectively with the environment is basic to a child's ability to learn. After evaluation, a sensory integrative approach assists the many parts of the nervous system to work together to integrate sensory input more effectively. Both physical and occupational therapies integrate this approach specifically; sensory integration activities are incorporated into the curriculum for those children displaying a deficit in this area of development.
Physical Therapy (back to top)
The goal of the physical therapy component is to maximize an individual student's gross motor development and function through assessment and intervention while using both an inclusive and pullout model depending on each student's individual need. Maximizing functional mobility and increasing safety skills to facilitate successful participation in classroom and community activities are critical.
Music Therapy (back to top)
The goals of the music therapy component are to provide students with an alternative means of communication and expression, and to provide a creative forum in which the student can increase attention as well as improve social skills and awareness of self and others. Music Therapy may address physical, psychological, emotional, cognitive, and social needs of individuals within a therapeutic relationship. Students are encouraged to explore instruments such as percussion, piano, guitar, or their own voices as a means of developing life skills. People of any age or ability may benefit from music therapy regardless of musical skill or background. One parent frequently attributes the success of her daughter’s challenge in overcoming her shyness to the “Knock, Knock song” that our Music Therapist created with Amandajean. Amandajean was challenged to enter a classroom and often stood outside the room, unable to enter. She repeated the Knock, Knock song to herself while walking to the classroom and eventually progressed to knocking on the door, entering and joining her peers independently. Music therapy as part of the collaborative team at Mercy Centre helps each student find success.
Psychological Services (back to top)
A certified school Psychologist works within our educational team to develop and implement behavior plans to increase positive social behaviors and interactions, thereby decreasing aggressive behaviors. Our Psychologist also works closely with the Home-School Liaison to assist families with challenges that they are facing.
Home-School Liaison Services (back to top)
The home needs of families of students attending Mercy Centre vary. Many are related to managing behavior and/or increasing the specific understanding of the development of children with cognitive challenges in the family. Therefore, the Home-School Liaison brings a cascade of skills combining knowledge of child development, developmental challenges, behavior management, family dynamics and interpersonal skills. This person is available for appointments at mutually convenient times, including evenings and weekends.
The goal of this component is to facilitate transfer of skills, especially independent living skills, to include the student's home environment. Teaching independent living skills within the home aids the transfer of skills so that independence is optimized while also providing opportunity for families to learn how to encourage independence.
Community Awareness (back to top)
The goal of the Community Awareness component is to provide opportunity for students to take the skills that they have been taught within the classroom and apply these skills out in the community (i.e. personal safety skills, money skills, etc.).
Independent Living Skills (back to top)
Independent Living Skills are incorporated in many facets of our instruction. Instruction in basic cooking and cleaning skills so that each student can become a responsible and participating member of the home in which he/she lives is considered a key life skill.
Human Awareness Skills (back to top)
Human Awareness and Development skills are taught so that each student obtains a functional understanding of his/her own physiological and emotional development. This includes personal care and hygiene skills, personal safety skills regarding strangers, and relationships with family and peers.
Adaptive Physical Education (back to top)
The goals of our Adaptive Physical Education component are to maximize the physical fitness of each student and to improve recreational and leisure skills. From small group activities that develop eye-hand and eye-foot skills to team sports that build self-esteem and sportsmanship, students find success while improving fitness.
School to Work (back to top)
The goal of our School-to-Work component is to provide training for employment so that each student is employed in a job of his/her preference that maximizes independence in his/her community. Employment training begins with orientation where pre-vocational students explore the world of work by discussing work opportunities and the rights and responsibilities of a worker. Once oriented to the world of work, skill training begins. This progress is based on student readiness, then progresses from job shadowing to job training and job placement.
All areas of the curriculum are taught by Massachusetts Certified or Certifiable classroom teachers and staff. |
