HMS School for Children with Cerebral Palsy
Title: Helping Minds Shine at HMS School for Children with Cerebral Palsy
Student Interns:
Oluwanifemi (Nifemi) Adetunji
University of Pennsylvania, Perelman School of Medicine
Seoyun Jang
University of Pennsylvania, School of Dental Medicine
Leona Kwong
Drexel University College of Medicine
Meghan Tracy
University of Pennsylvania, School of Dental Medicine
Anna Xiang
Drexel University College of Medicine
Academic Preceptor:
Hillary R. Bogner, MD, MSCE
University of Pennsylvania, Perelman School of Medicine
Donald L. Boyer, MD, MSEd
Children’s Hospital of Philadelphia
Clarissa Lacson, PhD, MT-BC
Drexel University, College of Nursing and Health Professions
Abby Quinn Peterson, DMD, MPH
University of Pennsylvania, School of Dental Medicine
Elizabeth Powell, DDS, MPH
University of Pennsylvania, School of Dental 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:
HMS School for Children with Cerebral Palsy is located in West Philadelphia and works with students aged 5 to 21 with complex physical and intellectual disabilities. HMS School’s mission is to support students in thriving academically while developing their abilities to engage with the world smoothly once they graduate. The staff at HMS provides safe, secure, and stimulating environments for students to participate in classrooms and in art, physical, music, occupational, and speech therapies. Over time, students can learn physical navigation, feeding, emotional regulation, and communication skills.
Team’s Experience:
The Bridging the Gaps student interns assisted in developing cerebral visual impairment (CVI)-friendly sight-word binders and the digital scanning of children’s books to enhance both nondigital and digital literacy resources for students. They also shadowed occupational, speech, and physical therapists, as well as nursing staff, to better understand interdisciplinary care. The interns helped support classrooms by promoting sensory experimentation and assisting students in exploring alternative communication methods. Their additional efforts included supporting oral health, cardiovascular disease prevention, and health promotion activities.
Reflections
“Through this experience, we developed a deeper understanding of working with children with disabilities, gaining insight into their unique needs and recognizing the importance of patience, empathy, and adaptability in their care. Observing interdisciplinary care was especially meaningful as it showed us how different healthcare disciplines collaborate to create comprehensive plans that support the students’ physical, emotional, and cognitive development. We also came to appreciate the importance of narrative medicine by listening to the stories of classroom teachers, students’ families, and nurses. This insight helped us deliver personalized care that is attentive to each individual’s unique needs. This experience also reinforced the value of collaborative teamwork, where open communication and shared goals lead to more holistic and effective support for children with disabilities.”
Oluwanifemi (Nifemi) Adetunji, Seoyun Jang, Leona Kwong, Meghan Tracy, and Anna Xiang