HMS School for Children with Cerebral Palsy
Title: Cultivating Learning and Joy Outside of the Box
Student Interns:
Ridhi Mishra
Drexel University College of Medicine
Swetha Reddy
University of Pennsylvania, School of Dental Medicine
Hania Siddiqui
University of Pennsylvania, School of Dental Medicine
An Tran
Drexel University College of Medicine
Nabiha Zaman
University of Pennsylvania, School of Dental Medicine
Academic Preceptor:
Abby Quinn Peterson, DMD, MPH
University of Pennsylvania, School of Dental Medicine
Elizabeth Powell, DDS, MPH
University of Pennsylvania, School of Dental Medicine
Kelley White, MD
Drexel University College of Medicine
Community Preceptor:
Julie Conway, SLPD, CCC-SLP, ATP
HMS School for Children with Cerebral Palsy
Teresa Giardina, MSEd, OG
HMS School for Children with Cerebral Palsy
Community Site:
Founded in 1882 to care for children and young adults with polio, HMS School for Children with Cerebral Palsy now serves children with complex disabilities as an approved private school, and through a residential program. The school provides highly personalized care for students aged 5 to 21 through tailored academic lessons, recreational activities, and therapies such as physical, occupational, speech, art, and music. The goal is to give each student the tools and environment needed to reach their fullest potential and thrive outside the classroom.
Team’s Experience:
The Bridging the Gaps interns worked as teaching assistants at the HMS School for Children with Cerebral Palsy. They were actively involved in helping students navigate their surroundings, communicate their needs through assistive technology, and participate in recreational activities. The interns provided additional classroom support by reformatting online learning assessments so they are adapted to the visual needs of the students and by researching alternative transportation options for wheelchair users. Through shadowing various physical, occupational, and speech therapists, the interns also gained an appreciation of the importance of teamwork and compassion in developing individualized care for each student.
Reflections
Interning at HMS this summer gave me a much more practical understanding of what accessible care actually looks like day to day. Between feeding training, learning to read nonverbal and device-based communication, and working alongside teachers and therapists, I saw how much coordination goes into supporting these students well and how much a single small movement or word choice can represent in terms of progress. I also started noticing things I hadn’t before, like how the school itself is fully accessible but the sidewalks right outside it aren’t, or how something as basic as transportation can determine whether a family can consistently get their kid to school or therapy. That shaped how I think about care extending beyond the classroom into the surrounding infrastructure and systems families have to navigate. Overall, the experience made me more aware of the gap between clinical support and everyday accessibility, and it’s something I want to carry into how I approach future work, whether that’s in a clinical setting or something more advocacy focused.
Ridhi Mishra
My time at HMS taught me that every child communicates and participates differently, and that it does not make their involvement any less meaningful. I learned to be more patient by waiting for small responses and stop expecting every student to fit into one idea of what participation should look like. I also began to understand that being helpful does not always mean stepping in or completing something quicker, but it sometimes means giving a child enough time to respond or a different way to communicate. This allows them to participate in their own way. As I move forward in dentistry, I want to carry this patience into my interactions with patients and make sure I adapt my approach to what makes each person feel comfortable. This experience showed me that true inclusion means being willing to change the environment and my own approach so that each person feels understood, respected, and seen.
Swetha Reddy
This experience showed me that the biggest impact you can make isn’t always through a treatment or intervention, but through the relationships you build. Seeing them become more familiar with me over time made me realize how important consistency and trust are in healthcare. It was amazing to see how activities were adapted to meet each student’s needs, whether it was playing an adjusted version of duck, duck, goose, participating in swimming activities, or even something as simple as watering plants. These experiences showed me that inclusion is about finding ways for everyone to participate and feel involved. I also loved watching all the different professionals work together, each bringing something unique to help the students succeed. As I move forward in dentistry, I’ll always remember that every patient has their own story, and I want to make sure they feel heard, respected, and cared for just as much as they feel treated.
Hania Siddiqui
Being able to work with and observe so many disciplines of healthcare and education was truly such a privilege. The staff at HMS are incredibly patient and skilled in their discipline, and I’m constantly blown away by how much care they give to each student and how well they know their stories and personalities. I adore all my students and was able to learn so much about each child beyond their disability—their little quirks, their choice of communication, the music they like to hear, their families, their favorite games and activities, etc. Being with them helped me rediscover the kinder and warmer parts of myself that took a backseat during my medical journey, reminding me that more than anything, medicine is rooted in compassion for others. This experience helped me fully realize the importance of personalized care, teamwork, and joy in caring for patients.
An Tran
Seeing how students at HMS are supported by teachers, teaching assistants, nurses, and therapists across various disciplines like dance/movement, recreation, physical rehabilitation, speech, and occupational therapy showed me the importance of collaborating with other professionals to create a comprehensive approach to care. Rather than expecting students to fit into a traditional educational model, HMS adapts the environment to fit every student’s individual needs. I truly got to witness how the school puts enormous effort into giving these students a sense of normalcy in their childhoods. My experience reminded me that while cerebral palsy presents significant physical challenges, it does not diminish a child’s capacity for feeling happiness and connection. I recognize that the dental chair can often be stressful and overwhelming, so I am grateful that my experience allowed me to spend time with these students in an environment where they felt safe and truly themselves. Seeing them beyond their diagnoses has transformed how I hope to care for patients with disabilities, and I wish to create a practice where every individual feels respected and represented.
Nabiha Zaman