Adaptive Physical Education Teacher
Our Adaptive Physical Education Teacher (ADPE) provides developmentally appropriate physical education at its finest. It involves differentiating instruction so the physical activity is as appropriate for the person with a disability as it is for a person without a disability. This role includes swim instruction in Heartwood School's heated pool.
Heartwood currently has 13 classrooms that services students ages 3-26 in the following classroom designations as are found in the Michigan Administrative Rules for Special Education Supplemented with IDEA Federal Regulations:
- R 340.1738 Severe cognitive impairment program
- R 340.1739 Programs for students with moderate cognitive impairment
- R 340.1748 Severe multiple impairments program
- R 340.1758 Autism Spectrum Disorder
Placement in specific classrooms are determined each year dependent on age, functioning and IEP determinations.
Community Based Instruction (CBI)
Community Based Instruction outings support a variety of areas within the curriculum.
- leisure and recreation
- social and group interactions
- functional academics
- vocational training
Michigan State University
Heartwood School's teachers and therapists are excited to be working with the MSU Engineers to design and build or update eqipment.
Our physically challenged students are highly motivated by movement and fun just like their non-disabled peers. Often the equipment that is created or modified has movement that will provide our students more experiences to actively participate. Sometimes the equipment will help students build skills needed for trunk stability, head control, visual motor coordination and grasping.
This project fits perfectly with the MOVE® model we use with students at Heartwood. The pony will provide an opportunity to develop skills that will impact all areas of their lives and empower them to be active participants in school, home and community activities.
Wilson Talent Center
This partnership allows students with special needs to become comfortable around individuals wearing uniforms. In return, it provides law enforcement students to opportnity to interact with a variety of individuals who have different ways of communicating, behaving and moving.
All Heartwood teachers are all highly qualified and provide outstanding diverse, educational opportunities and experiences for all learners. Each classroom is supported by skilled paraprofessionals who support the daily learning and functioning of each and every student. In addition to classroom staff, Heartwood students benefit from a variety of related service providers as determined on student IEP's.
Music therapy is the professional use of music and its elements as an intervention in medical, educational, and everyday environments with individuals, groups, families, or communities who see to optimize their quality of life and improve their physical, social, communicative, emotional, intellectual, and spiritual health and wellbeing. Research, practice, education, and clinical training in music therapy are based on professional standards to cultural, social, and political contexts" (World Federation of Music Therapy, 2011).
A full time Occupational Therapist and Occupational Therapist Assistant evaluate, consult, monitor and or treat students in the following areas:
- Educational Training
- Sensory Processing Skills
- Accommodations in the Educational Setting
- Components of Movement
- Assistive Technology
- Self-Care Skills
- Adaptation of Equipment
- Pre-Vocational and Vocational Skills
A Physical Therapist and Physical Therapist Assistant are highly quaulifed to meet the very unique mobility needs of students at Heartwood School. The school fully encompasses MOVE® and has become a model site in the state of Michigan.
POSITIVE BEHAVIOR SUPPORTS
Heartwood's school wide rules are Be Safe, Be Kind, Be Learning.
- Visuals in each classroom and in the hallways to continually remind students and staff of these rules.
- Staff can be seen and heard referring to the rules and giving out "tickets" for positive behavior.
- Students save or spend their earned tickets at the Heartwood School Store.
- All Heartwood School classroom have a classroom mangement plan specfic to needs of the students that embrace and provide postive behavior supports throught each school day.
- Some students may need extra assistance. The Behavior Intervention Team will collaborate with classroom staff and parents to complete a functional behavior assessment and then, if necessary, generate a plan of specific supports and strategies for individuals through a Behavior Intervention Plan.
A full time nurse manages student health needs at Heartwood School. This is a vital service that allows students with significant to minor health needs be able to attend and participate in school. Our nurse is able to to train and educate staff to best meet student needs.
Heartwood School is served by a school psychologist. Our school's psychologist has the necessary training and expertise to assist parents and teachers in their efforts to maximize student outcomes.
Speech and Language Therapy
Each student's communication abilities are unique. Staff use some guiding principles to promote communication for our students at Heartwood school. Developing functional communication skills with various communication partners is crucial for success both in the academic setting as well as in the home and community.
CORE Vocabulary is a small set of simple words, in any language, that are used frequently and across contexts. CORE makes up about 75% of what adults and children actually say. The intent of CORE Vocabulary is to provide more robust communication that translates across age, environments, activities and communication partners. Staff are encouraged to utilize Aided Language Input while communicating with students to promote growth of expressive and receptive language skills through Core Vocabulary.
Various Communication Modalities
Students are encouraged to utilize a variety of modalities to communicate with various individuals in various situations; examples include words, verbal/vocalizations, gestures, pictures, basic sign, low-, mid- and high-tech alternative and augmentative communication (AAC), pointing, actions, body movements, eye gaze/visual skills and facial expressions.