Many volunteer opportunities are available at Elwyn. For further information please contact shirley_kester@elwyn.org or 610-891-2183. To receive the “Elwyn Experience” by email, please contact Karen_chominski@elwyn.org .

Crisis Support and

Miller Senior Center

Raising Community Awareness

through Education

E lwyn community education pro-grams are designed to provide knowledge to the general public in an effort to stimulate awareness of a num-ber of areas related to Behavioral Health and Intellectual Disabilities. These educational offerings not only increase community understanding but in the process also improve community services and supports. All Elwyn pro-grams have a community education component. In this issue we highlight Elwyn’s Crisis Service Program and Miller Senior Center. Crisis Services supports individ-uals in mental health crisis living in the community while Miller Senior Center provides supports for adults with intel-lectual disability. “Did you know that deaths by suicide are greater than motor vehicle fatalities annually?” asks John Muehsam, Di-rector Crisis Services Elwyn. In fact, according to the American Foundation for Suicide Prevention, 38,364 suicides were reported, making suicide the 10th leading cause of death for Americans. Someone in the country dies by suicide every 13.7 minutes. Since 2000, report-ed suicides have increased over 16%

while motor vehicle fatalities have dropped by 21%. “We need to do a better job ed-ucating the general population on sui-cide awareness and prevention,” says Muehsam. Muehsam and his team have developed and incorporated train-ing material to do just that. Recently, Elwyn Crisis Service Staff held a two day Applied Suicide Intervention Train-ing Workshop. This event was attended by mental health professionals, mem-bers of local service organizations, col-lege affiliates, students as well as com-munity members who had a specific interest in learning more about Elwyn Crisis Services and suicide prevention. In this training session, Muehsam and his staff move away from the sensation-alism of mental health often depicted by the media and provide examples of how people suffering from mental illness are coping and living very well in our com-munities each and every day. Supporting a very different pop-ulation than Crisis Services, the Miller Senior Center is also attuned to the im-portance of community education. Eliza-beth Sheffield, also known as “Tootsie,” is preparing for another group to tour the center. “Our program serves 77 people and all but 2 are over the age of 60,” says Sheffield. Our motto is “Miller Senior Cen-ter, where we make each and every day the best day of their lives,” Sheffield states proudly. Sheffield and her staff are always eager to educate the com-munity and make time to show people

what they do. “I think people are amazed to find out all the activities we have to offer our seniors,” admits Shef-field. She adds, “All of these activities keep our seniors active both physically and mentally.” The tour starts with a visit to the classrooms, where all the action happens. People are busy doing artwork, calisthenics, or even horticulture. Shef-field described the most recent Mardi Gras Day Celebration as an entertain-ing day and mentioned that everyone was getting excited about the upcoming St. Patrick’s Day lunch. Sheffield ex-plained that many people with disabili-ties are living longer thus requiring more trained staff to care for them on a daily basis. Sheffield, an RN, stated the Sen-ior Center employs Health Care Associ-ates and Personal Health Assistants to help perform routine daily health screenings and monitoring for everyone in the program. “We are proud of our program and really enjoy sharing it with others.”

Elwyn Experience: A Quarterly Publication of Elwyn

Managing Editor: Elliott W. Simon, Ph.D.

Photography and

Layout Editor: Walter Fernandez

Photography: Kunil Park

Copy Editors: Candy DeMarco, Tony Catania

Content Editors: Dennis Ritrovato, Brian Boxall,

Angela Sands, Jane Detweiler,

Denise Cole, Renee VanBueren,

Carol Forte

May 2014 A publication for family and friends of Elwyn.

T he reason that James B. Richards came to Philadelphia in 1852 was to start a school dedicated solely to educating children with in-tellectual disability. Through-out the 162 years since that first classroom was opened, Education has been central to Elwyn’s mission. This issue of the Elwyn Experience highlights Elwyn’s educational offerings in their many different forms. Although readers will no doubt be impressed with the current scope and technology of Elwyn’s Davidson School, Richards’ philosophy of a ho-listic, comprehensive ap-proach to a child’s education still rings true.

Education, of course, doesn’t stop when an individu-al reaches 21. The growth of Adult Education over the last decade for individuals who access Elwyn day and resi-dential supports has been im-mense. Lifelong learning oc-curs in all Elwyn Adult-Centered service areas and ensures that individuals are able to maximize their poten-tial in the least restrictive set-ting.

Given Elwyn’s large complement of staff with ex-pertise in all areas of human services, we are often called on to educate the larger com-munity about specific areas. These include instructing local hospitals and law enforcement agencies on various aspects of disability, speaking with Rotary Clubs to raise commu-nity awareness, and providing other community organizations with the opportunity to learn about and help people with disability.

Similarly, Elwyn is at the forefront of training profes-sionals in many different spe-cialized fields that relate to human services. From multi-ple arrangements with univer-sities to hosting seminars and intern students at the bacca-laureate and advanced degree levels to lectures at local col-leges and consulting with mul-tiple school districts, Elwyn is

an educator to professionals interested in the field of disa-bilities. Elwyn staff also pre-sent at professional confer-ences, publish in professional journals and conduct original research to remain at the top of the human services field.

The above is a small sample of the many educa-tional activities that happen at Elwyn on a daily basis. The best way to learn more is to experience them for yourself through a visit to our campus in Media, PA. If you do, you will come to learn that the “E” in Elwyn does indeed stand for Education.

STAY UP TO DATE Check us out on Facebook, Twitter and YouTube Facebook.com/elwynorg - Twitter.com/elwynorg - youtube.com/user/ElwynExperienceTV

www.elwyn.org

The “E” in Elwyn Stands for Education

ARTICLE PAGE

The “E” in Elwyn Stands for Education 1

From the President 2

Sis’ iPad 2

Elwyn Educating the Profession 3

Elwyn’s Education Service Area 4-5

Staff Development Helps Us All 6

Fundamental to Elwyn’s Mission 7

Crisis Support and Miller Senior Center 8

IN THIS ISSUE

IF YOU HAVE TRIED ONCE AND HAVE NOT SUCCEEDED, TRY ONCE MORE...DO BE GENEROUS AND TRY A THOUSAND AND ONE TIMES. James B. Richards, 1903

Elwyn classroom circa 1890

May 2014

2 ELWYN

FROM THE

The founders of Elwyn were particularly interested in education for children with disabilities. Driven to provide the very best possible, James B. Richards, the leading special educator of the day, came to Philadelphia to start a school. The education of children and adults remains the core principle of Elwyn’s service offerings. We provide therapeutic supports to children under age six to promote development and learning. We provide full educational services to 345 children and educational support to an additional 3,605 children. Education continues through adulthood in work, day and residential programming. A brother, in fact, stated with emotion that his 74 year old sister is starting to read. He noted that Elwyn never diminishes its effort to elicit new skills and extend information. Elwyn brings similar educa-tional interest, vigor and excitement to training staff. We are all kept current on best practices to enable effective supports throughout all our Ser-vice Lines. Elwyn fosters continuous learning keeping Elwyn effective in all it does. Sincerely, Sandra S. Cornelius, Ph.D. President

Sis’ iPad It’s All About Learning and Communicating

L ucretia “Sis” Scott enjoys taking photographs, listen-ing to music, drawing/coloring, and visiting with her family.

Until now, Sis has carried a big bag filled to the brim with coloring and art supplies, and was often looking for her camera and radio and asking for assistance to use them. Until now, Sis was using the phone in the office to communicate with her siblings on scheduled nights. And until now, Sis was unable to see her siblings as often as she would have liked. Now, Sis has an iPad! She is learning so many new ways to communicate with her fam-ily, finding new art projects, and listening to endless possi-bilities of music. Sis is learning how to use the iPad cam-era and will learn how to save her pictures to albums, email the pictures to her family, and make slideshows. Sis is also learning how to use Skype to communicate with her family. Instead of using the phone, Sis is able to call her brother in California, Scotty Scott, and see him while she talks to him. While learning all the fun parts of the iPad, Sis’ team was able to incorporate part of her program plan into the Talking Tiles application. This application acts not only as a communication device, but helps Sis learn new skills. Currently, Sis has a goal to identify community signs. The Talking Tiles application asks her the

question, provides her with visual cues with verbal prompts, and lets her know if she needs to try again, or selected the correct picture. It’s an “interactive quiz.”

Sis is also learning to use hand lotion. Talking Tiles allows her to scroll through visual steps of applying the lotion as well as providing verbal prompts.

The team plans to incorporate more of her pro-gram plan with use of the iPad, and expand her use of the iPad at day program. Sis is learning to use these applica-tions with assistance, and is enjoying the outcome as it enables her to enjoy her music, enjoy her art, enjoy the art of photography, and she is learning new, effective ways to be more involved with her family.

7

A s people with Intellectual and Developmental Disabilities (ID/DD) now live and grow up in the community, their adult education takes many paths. People are living longer due to advances in commu-nity based medical, social and psy-chological supports. All adults, and people with ID/DD are no excep-tion, require continued education to reach their full potential. Living as an adult requires people to learn additional skills to function effec-tively in the adult world. Creating productive day activities are essen-tial to the well-being of people with ID/DD. These vital activities pro-vide a sense of accomplishment, build and sustain skills, and pro-mote independence and self-sufficiency. It is important to en-sure that individuals with ID/DD are provided with extended opportuni-ties for education and choices for adult life across their life span. Through involvement with Supports for Living service area, as well as Elwyn’s Adult Day Program Services, basic level education is provided to promote independence in the community. This education encompasses learning social, com-munication, daily living and other adaptive skills, including the basic

requirements for a normal commu-nity life. The fundamentals taught

include: taking care of one’s cloth-ing; attending to personal hygiene; basic cooking skills; keeping one’s living space neat and clean; mak-ing phone calls and maintaining connections with family and friends; ability to handle money, have a bank account, use an ATM; be aware of common dangers (fire safety, travel training); protecting one’s self in terms of sexual rights and freedoms and against discrimi-nation; as well as other personal rights, including knowing who to go to for support and assistance. Individuals receive educa-tion in the important survival area of social competency. The need for proper training, work experience and employment opportunities in-creases the need for socialization training. Community survival skills

such as using public transportation, safety awareness and fiscal man-agement are crucial to living a full and safe life in the community. These social skills are recognized as a key component in the suc-cessful development of employ-ment. Employment has a profound impact on improving an individual’s self-esteem and image. Creating a sense of accomplishment and be-longing through engaged employ-ment makes a person feel val-ued. The field of adult education for people with ID/DD has slowly grown from segregated options to, in recent years, inclusive practices to help people cope with an in-creasingly complex world. Areas of educational opportunities for indi-viduals in community settings con-sist of Clubs and Activities, Life Long Learning (some individuals have continued their education at-tending local colleges), Therapeutic Recreation, Special Olympics, Work Place Readiness Skills, Job Sampling, Religious Education and the opportunity to participate in reli-gious services of their choosing. Adult education develops life-sustaining skills that enable a person with ID/DD to become a productive member of the commu-nity.

Fundamental to Elwyn’s Mission Educating and Training Adults with Intellectual and Developmental Disabilities

I t's more than compliance; it's more than staff training. Elwyn understands that providing quality supports requires competent, well-educated team members. Professional and experienced Staff Development Specialists work with Elwyn subject matter experts to design, implement and fa-cilitate quality training programs. These topics are de-signed not only to meet state and federal training require-ments, but to also offer professional development opportu-nities for all. It's not about compliance; it's about everyone. Elwyn looks at training and staff development as an oppor-tunity to enrich people’s lives, both professionally and per-sonally, as training topics are often helpful in multiple set-tings. A glimpse at a monthly calendar shows a menu of trainings designed to meet the needs of our diverse work-force. Training topics are offered live or online (via webinar or eTraining) and can include the following topic categories:

Safety and Awareness

Behavior Support

Team Building/Development (communication, conflict

resolution, dealing with change)

Harassment/Diversity Awareness

Disability Education/Awareness (Intro DD, Autism

Awareness, Nutrition & Dysphagia)

Leadership and Management

Computer Skills

Acting in an Emergency

Computer classes for beginners that keep things simple to more advanced programs like Microsoft Office Advanced for the savvier user are offered. Experienced managers can brush up on skills by enrolling in one of our management leadership courses. We offer classes to sup-port new managers and ensure that they are equipped with an essential tool kit that will lead towards success for all. Elwyn New Jersey is the Lead Training Agency in Cumberland County for training required by the Department of Human Services Division of Developmental Disabilities for all providers. Essential core training is delivered by cer-tified trainers to the 700 staff members of Elwyn New Jer-sey and staff from other provider agencies as well. Elwyn Delaware takes advantage of a vast array of courses available in person, as well as webinars and through eTraining. Recently, the State of Delaware began

talks with a vendor in search of unified online training for all Delaware providers. Elwyn’s staff development team rose to the occasion to collaborate with key personnel within the state to determine how our Learning Management System could interact with the state system. Staff training at Elwyn California is an ongoing process. All Home Administrators are enrolled in an online university program specifically designed to ensure that they are current in their state certifications. In addition, staff are certified trainers in the field of behavior support, and share that training across all of our homes. Elwyn California also employs consultants in physical and recreational therapies who work directly with our in-home staff to develop program plans. An internal mentorship program is available to all employees who wish to achieve higher levels of licensure and advance their careers within the company. Staff development helps everyone and recently that point was made immediately clear. Staff person Robin R. was working in a home alone supporting several residents. During her shift she heard someone calling for her to come upstairs. She immediately responded and found a resident on the bathroom floor unconscious. Robin jumped into ac-tion by performing CPR and calling 911. She continued until the individual was breathing and help arrived. Patricia Mon-roe, the program’s director, stated that “Even though she was working alone, and I am sure somewhat traumatized herself, Robin did everything she was taught to do, thanks to our CPR & First Aid training. Robin even accompanied the resident to the emergency room and stayed with her until she was relieved at 11pm.” Both Robin and the individual are doing well. All trainings offered have been designed with the end users in mind and allows us to create and embrace a culture of learning thereby supporting our mission and com-mitment to those served, to maximize potential.

6

Staff Development Helps Us

ELWYN

3

ELWYN EDUCATING THE PROFESSION

FOR OVER 160 YEARS

H aving been in the human service business for over 160

years, Elwyn has been at the forefront in developing ground-

breaking programs and services for children and adults with di-

verse needs and challenges. Within each area of Elwyn is a

plethora of individuals who are in a position to share that infor-

mation with colleagues, staff, families, and other interested par-

ties. A large part of Elwyn does provide and share information.

From journal publications, presentations at conferences and

research to educate our up and coming leaders and future pro-

viders, Elwyn can and does provide the community with a wealth

of pioneering information.

Elwyn’s Genetics Department is nationally recog-

nized as a leader in genetics research and education. They

provide testing, family counseling, and training. They have au-

thored several publications dating back to 1994. Their work has

been published in such journals as The Journal of Clinical Psy-

chology, The Journal of Autism and Developmental Disabilities,

and The Journal of Genetic Counseling. They have authored

and published Fragile X Syndrome: A Handbook for Families

and Professionals and Children with Fragile X Syndrome. The

Department of Research and Quality is headed by Elliott W. Si-

mon, Ph.D. Dr. Simon, along with Barbara Haas-Givler, M.Ed,

BCBA, and in conjunction with Laura Rogers, MS, CGC, provide

a wide range of services to families, professionals, and educa-

tors regarding the care and treatment of children and adults with

genetic syndromes.

Elwyn’s Education Department annually presents at

the State Transition Conference. They do two presentations,

one called Charting the Course: Skills Assessments through

Transition Experience and the other is called Career Portfolio:

Don’t Leave School Without It. This conference has participants

from varying backgrounds including social service agencies ser-

vicing children from all walks of life, educators, advocates, peo-

ple from Social Security, Vocational Rehabilitation; the list is

extensive.

Elwyn’s Behavioral Health Department provides

training and presentations across the Commonwealth. Most

recently our newly developed Mobile Crisis Team provided inval-

uable training to the education system, police departments, the

court system, and many other community partners. Their train-

ing focuses on prevention and assisting those in crisis (adults,

adolescents, or children). They are trained to provide Applied

Suicide Intervention Skills Training (ASIST), which is a nationally

recognized training to help a person learn how to deal with

someone who is contemplating suicide. Elwyn’s Certified Peer

Specialist Program (Partners) has participated in a roundtable

discussion on hiring people who lived the experience at the Re-

habilitation and Community Provider Association Conference

(formerly Pennsylvania Community Providers Association). This

conference is one the largest provider conferences held in Penn-

sylvania. Peer Support is an evidence-based practice where

people who are recovering from mental illness are trained and

hired to provide support to those who are currently struggling

with their recovery.

Elwyn’s Welcome House is a Clubhouse certified by

the International Center for Clubhouse Development (ICCD).

The Clubhouse is a best practice program which is member driv-

en. The staff at Welcome House have presented at the National

ICCD conference on Strengthening The Food Service Unit’s

Member Involvement: Program Evaluation and Underlying Phi-

losophy. They have presented at the Pennsylvania Clubhouse

Coalition twice presenting on Clubhouse Supported Employment

Services, and Clubhouse Community: Going Green. They have

presented at Pennsylvania Association of Psychiatric Rehabilita-

tion Services on Clubhouse Community Partnership and Em-

ployment: Support Structures Success. Welcome House’s

presentations are unique in that they include staff and members

of the clubhouse.

Elwyn also provides a unique opportunity for graduate

students looking for internships or residencies. Since Elwyn is

such a diverse agency it can provide an array of opportunities for

students to gain practical experience under the guidance of on-

site supervisors in their specific field of study. Most of Elwyn’s

clinical programs have internship opportunities. Elwyn provides

internships in our Education Department, Behavioral Health,

Children’s Behavioral Health, Genetics & Research, nursing,

dental and many other programs. Elwyn has hired a number of

interns upon graduation. It’s a win/win situation to know Elwyn

has been a part of the interns education and experience. Re-

cently Elwyn hired one of our post- doctoral students in our out-

patient department.

Elwyn will remain in the forefront, as we move into the

future, providing our expertise to other professionals. Elwyn will

continue to provide educational opportunities for students in var-

ying specialties to gain important experience in their field of

choice.

“I have really enjoyed the educational and professional opportunities I have been provided here at Elwyn. Through my internship and post-doctoral positions I have been allowed to further grow clinically, professionally, and person-ally which has offered me the ability to gain unforgettable and unique knowledge. “Christina Wohleber, Psy.D

ELWYN

ELWYN 4

S ince the early 1970s, the one constant for Elwyn’s Education Service Area has been change in service delivery and program initiatives that impact our vision of “Influencing Today…Shaping Tomorrow”. Dramatic shifts in the student population of the Da-vidson School started with the transition from a campus residential population to a predominately day student population followed by demographic changes based on student disability categories. The most recent and significant restructure of service delivery and edu-cational best practices has been in response to meeting the special education needs of students on the Autism Spectrum. Davidson School, the largest Approved Private School in the Commonwealth, provides comprehensive special education services to over 345 students from 49 School Districts throughout Berks, Bucks, Chester, Delaware, Montgomery and Philadelphia Counties. Community based educational initiatives are yet another influential enterprise designed and implemented by the leadership of the Education Division including The Elwyn Autistic Support for Youth Program. This project is a collaborative effort between the Education Division and six School Districts which fosters opportuni-ties for students with Autism Spectrum Disorders to receive instruc-tion and related service programming in their home school in class-

rooms with typically developing peers. The Training and Technical Assistance Department provides community based services to School Districts and Charter Schools throughout the Southeast Region. Services range from professional development training opportunities to direct and consultative services for students. Spe-cialized therapeutic recreation programs and services located on the Media Campus have been made available to children with spe-cial needs and their families throughout the local communities. The Saturday Therapeutic and Aquatic Recreation Program (STAR Program) is the most recent program to be designed and imple-mented. Professional collaborations with Colleges and Universities include the provision of special education field placements, student teaching opportunities and educational or clinical practicums or internship opportunities. Undergraduate and graduate students are offered the opportunity to work with a population of students with diverse educational, social and behavioral challenges. Other pro-fessional collaborations have impacted curriculum and professional standards in the Special Education profession. Education Service area professional staff have presented on educational initiatives and programs at Regional, State, National and International Pro-fessional Conferences. Current Education Division Administrators are active members of State Education boards, committees and associations that directly impact and shape the continuum and scope of special education services throughout the Common-wealth. Throughout the past years, the collective focus of the Education Service Area has been to be the provider of choice at the local level for special education services and programs for stu-dents with special needs and their families. At the more global Commonwealth level, the primary focus has been continued recog-nition as a leading resource to legislative, educational and commu-nity stakeholders.

O n any given Saturday throughout the school year at Elwyn’s Davidson School, the Zier Recreation and Kivitz Centers are ablaze with activity and happy faces!

Thanks to a grant from the Widener Memorial Foundation, a very unique initiative, entitled the Saturday Therapeutic Activities and Recreation (STAR) Program, now offers therapeutic recreation sessions each Saturday morning from 8:00 AM to12:00 noon. Children and young adults (ages 4-21) with special needs enjoy three specially designed activities in Aquatics, Horticulture and Yoga. Based on the principle that recreational activities help to enhance self-esteem, decrease stress, develop lifelong interests and improve overall health, each seven week session provides participants with enjoyable, learning based, therapeutic opportuni-ties that facilitate these very important outcomes. Other essential benefits include wonderful opportunities for social interaction and support among both the participants and the parents.

While classes are in session, it is extremely common to see par-ents conversing and sharing information regarding experiences, services and opportunities for individuals with special needs. Additionally, since the inception of the program in September 2013, parents have been thrilled with the progress of their loved ones who proudly receive achievement certificates at the end of each session. As a result, re-enrollment in subsequent sessions has been extremely high and a true reflection of the success of the program.

is a

model designed and implemented through the collaboration of Elwyn’s Education Ser-vice Area Directors, Neumann University Fac-ulty and Pre-Service Secondary Educators. It affords youth and young adults with special needs opportunities to explore their dreams, strengthen belief in themselves, and expand their skill set via experiential learning on a university campus. This unique program emphasizes the reciprocal benefits experienced by youth and young adults with special needs and their typically-developing peers. The interactive and complementary nature of similar-aged students, one set completing their high school tenure and one set working towards a sec-ondary education certification, underscores

the reciprocal nature of authentic learning. The ten week collaborative program encompasses direct and practical opportuni-ties through:

University Classroom Seminars

Mentoring

Social Skills Development

Organizational Skills Exercises

Goal Setting

Campus Interaction and Experiences

Networking

Specifically, a Neumann University 15-week freshman experience class was adapted to meet the needs of young adults with special needs who are examining post-secondary options. Program success hinged on the concrete support and vision enacted by Elwyn Education Service area’s and Neu-mann University’s administrators. This initial support was punctuated by the assemblage of a powerful team of university professors, students from Elwyn, and Neumann Universi-ty pre-service teachers. A committed and positive team was maintained through an effective and consistent communication chain between all the stakeholders. The mission of the program: to promote self-determination

through skill-building, live models, and au-thentic exposure, was embraced and actual-ized.

5 ELWYN

O ne of the primary goals of special education is to keep students with disabilities included with their typically-developing peers. Alt-hough this important philosophy is widely accepted throughout the profession, it can be very difficult to implement due to the behavioral characteristics of students on the Autism Spectrum.

For the past eight years, professionals from our “EASY Pro-

gram” (Elwyn Autistic Support for Youth) have been consulting with several school districts to share our expertise in programming for students with Autism Spectrum Disorders. Our consultation has transformed the daunting concept of inclusion into an everyday reali-ty. In the past, for example, students exhibiting behavioral difficulties such as verbal or physical aggression may have been quickly re-ferred to a more restrictive setting, thus separating them from their typically-developing peers. More recently; however, such students

are able to remain in their home districts because Elwyn’s consulta-tion has changed the behavioral culture throughout the entire school.

Our overall goal is to build capacity within the school district

through staff development, modeling, and consultation. We have successfully built capacity in one school district and continue to con-sult in five surrounding districts.

We are providing the EASY Program in : Rose Tree-Media, Haverford, Marple-Newtown, Chichester, Governor Miffln and Down-ingtown School Districts.

Our collaboration with school districts over several years has demonstrated two very important notions: The capacity to keep special needs students included is not an “easy” task, but with the right mix of collaboration, expertise and compassion, it is very possi-ble!

ELWYN

ELWYN 4

S ince the early 1970s, the one constant for Elwyn’s Education Service Area has been change in service delivery and program initiatives that impact our vision of “Influencing Today…Shaping Tomorrow”. Dramatic shifts in the student population of the Da-vidson School started with the transition from a campus residential population to a predominately day student population followed by demographic changes based on student disability categories. The most recent and significant restructure of service delivery and edu-cational best practices has been in response to meeting the special education needs of students on the Autism Spectrum. Davidson School, the largest Approved Private School in the Commonwealth, provides comprehensive special education services to over 345 students from 49 School Districts throughout Berks, Bucks, Chester, Delaware, Montgomery and Philadelphia Counties. Community based educational initiatives are yet another influential enterprise designed and implemented by the leadership of the Education Division including The Elwyn Autistic Support for Youth Program. This project is a collaborative effort between the Education Division and six School Districts which fosters opportuni-ties for students with Autism Spectrum Disorders to receive instruc-tion and related service programming in their home school in class-

rooms with typically developing peers. The Training and Technical Assistance Department provides community based services to School Districts and Charter Schools throughout the Southeast Region. Services range from professional development training opportunities to direct and consultative services for students. Spe-cialized therapeutic recreation programs and services located on the Media Campus have been made available to children with spe-cial needs and their families throughout the local communities. The Saturday Therapeutic and Aquatic Recreation Program (STAR Program) is the most recent program to be designed and imple-mented. Professional collaborations with Colleges and Universities include the provision of special education field placements, student teaching opportunities and educational or clinical practicums or internship opportunities. Undergraduate and graduate students are offered the opportunity to work with a population of students with diverse educational, social and behavioral challenges. Other pro-fessional collaborations have impacted curriculum and professional standards in the Special Education profession. Education Service area professional staff have presented on educational initiatives and programs at Regional, State, National and International Pro-fessional Conferences. Current Education Division Administrators are active members of State Education boards, committees and associations that directly impact and shape the continuum and scope of special education services throughout the Common-wealth. Throughout the past years, the collective focus of the Education Service Area has been to be the provider of choice at the local level for special education services and programs for stu-dents with special needs and their families. At the more global Commonwealth level, the primary focus has been continued recog-nition as a leading resource to legislative, educational and commu-nity stakeholders.

O n any given Saturday throughout the school year at Elwyn’s Davidson School, the Zier Recreation and Kivitz Centers are ablaze with activity and happy faces!

Thanks to a grant from the Widener Memorial Foundation, a very unique initiative, entitled the Saturday Therapeutic Activities and Recreation (STAR) Program, now offers therapeutic recreation sessions each Saturday morning from 8:00 AM to12:00 noon. Children and young adults (ages 4-21) with special needs enjoy three specially designed activities in Aquatics, Horticulture and Yoga. Based on the principle that recreational activities help to enhance self-esteem, decrease stress, develop lifelong interests and improve overall health, each seven week session provides participants with enjoyable, learning based, therapeutic opportuni-ties that facilitate these very important outcomes. Other essential benefits include wonderful opportunities for social interaction and support among both the participants and the parents.

While classes are in session, it is extremely common to see par-ents conversing and sharing information regarding experiences, services and opportunities for individuals with special needs. Additionally, since the inception of the program in September 2013, parents have been thrilled with the progress of their loved ones who proudly receive achievement certificates at the end of each session. As a result, re-enrollment in subsequent sessions has been extremely high and a true reflection of the success of the program.

is a

model designed and implemented through the collaboration of Elwyn’s Education Ser-vice Area Directors, Neumann University Fac-ulty and Pre-Service Secondary Educators. It affords youth and young adults with special needs opportunities to explore their dreams, strengthen belief in themselves, and expand their skill set via experiential learning on a university campus. This unique program emphasizes the reciprocal benefits experienced by youth and young adults with special needs and their typically-developing peers. The interactive and complementary nature of similar-aged students, one set completing their high school tenure and one set working towards a sec-ondary education certification, underscores

the reciprocal nature of authentic learning. The ten week collaborative program encompasses direct and practical opportuni-ties through:

University Classroom Seminars

Mentoring

Social Skills Development

Organizational Skills Exercises

Goal Setting

Campus Interaction and Experiences

Networking

Specifically, a Neumann University 15-week freshman experience class was adapted to meet the needs of young adults with special needs who are examining post-secondary options. Program success hinged on the concrete support and vision enacted by Elwyn Education Service area’s and Neu-mann University’s administrators. This initial support was punctuated by the assemblage of a powerful team of university professors, students from Elwyn, and Neumann Universi-ty pre-service teachers. A committed and positive team was maintained through an effective and consistent communication chain between all the stakeholders. The mission of the program: to promote self-determination

through skill-building, live models, and au-thentic exposure, was embraced and actual-ized.

5 ELWYN

O ne of the primary goals of special education is to keep students with disabilities included with their typically-developing peers. Alt-hough this important philosophy is widely accepted throughout the profession, it can be very difficult to implement due to the behavioral characteristics of students on the Autism Spectrum.

For the past eight years, professionals from our “EASY Pro-

gram” (Elwyn Autistic Support for Youth) have been consulting with several school districts to share our expertise in programming for students with Autism Spectrum Disorders. Our consultation has transformed the daunting concept of inclusion into an everyday reali-ty. In the past, for example, students exhibiting behavioral difficulties such as verbal or physical aggression may have been quickly re-ferred to a more restrictive setting, thus separating them from their typically-developing peers. More recently; however, such students

are able to remain in their home districts because Elwyn’s consulta-tion has changed the behavioral culture throughout the entire school.

Our overall goal is to build capacity within the school district

through staff development, modeling, and consultation. We have successfully built capacity in one school district and continue to con-sult in five surrounding districts.

We are providing the EASY Program in : Rose Tree-Media, Haverford, Marple-Newtown, Chichester, Governor Miffln and Down-ingtown School Districts.

Our collaboration with school districts over several years has demonstrated two very important notions: The capacity to keep special needs students included is not an “easy” task, but with the right mix of collaboration, expertise and compassion, it is very possi-ble!

I t's more than compliance; it's more than staff training. Elwyn understands that providing quality supports requires competent, well-educated team members. Professional and experienced Staff Development Specialists work with Elwyn subject matter experts to design, implement and fa-cilitate quality training programs. These topics are de-signed not only to meet state and federal training require-ments, but to also offer professional development opportu-nities for all. It's not about compliance; it's about everyone. Elwyn looks at training and staff development as an oppor-tunity to enrich people’s lives, both professionally and per-sonally, as training topics are often helpful in multiple set-tings. A glimpse at a monthly calendar shows a menu of trainings designed to meet the needs of our diverse work-force. Training topics are offered live or online (via webinar or eTraining) and can include the following topic categories:

Safety and Awareness

Behavior Support

Team Building/Development (communication, conflict

resolution, dealing with change)

Harassment/Diversity Awareness

Disability Education/Awareness (Intro DD, Autism

Awareness, Nutrition & Dysphagia)

Leadership and Management

Computer Skills

Acting in an Emergency

Computer classes for beginners that keep things simple to more advanced programs like Microsoft Office Advanced for the savvier user are offered. Experienced managers can brush up on skills by enrolling in one of our management leadership courses. We offer classes to sup-port new managers and ensure that they are equipped with an essential tool kit that will lead towards success for all. Elwyn New Jersey is the Lead Training Agency in Cumberland County for training required by the Department of Human Services Division of Developmental Disabilities for all providers. Essential core training is delivered by cer-tified trainers to the 700 staff members of Elwyn New Jer-sey and staff from other provider agencies as well. Elwyn Delaware takes advantage of a vast array of courses available in person, as well as webinars and through eTraining. Recently, the State of Delaware began

talks with a vendor in search of unified online training for all Delaware providers. Elwyn’s staff development team rose to the occasion to collaborate with key personnel within the state to determine how our Learning Management System could interact with the state system. Staff training at Elwyn California is an ongoing process. All Home Administrators are enrolled in an online university program specifically designed to ensure that they are current in their state certifications. In addition, staff are certified trainers in the field of behavior support, and share that training across all of our homes. Elwyn California also employs consultants in physical and recreational therapies who work directly with our in-home staff to develop program plans. An internal mentorship program is available to all employees who wish to achieve higher levels of licensure and advance their careers within the company. Staff development helps everyone and recently that point was made immediately clear. Staff person Robin R. was working in a home alone supporting several residents. During her shift she heard someone calling for her to come upstairs. She immediately responded and found a resident on the bathroom floor unconscious. Robin jumped into ac-tion by performing CPR and calling 911. She continued until the individual was breathing and help arrived. Patricia Mon-roe, the program’s director, stated that “Even though she was working alone, and I am sure somewhat traumatized herself, Robin did everything she was taught to do, thanks to our CPR & First Aid training. Robin even accompanied the resident to the emergency room and stayed with her until she was relieved at 11pm.” Both Robin and the individual are doing well. All trainings offered have been designed with the end users in mind and allows us to create and embrace a culture of learning thereby supporting our mission and com-mitment to those served, to maximize potential.

6

Staff Development Helps Us

ELWYN

3

ELWYN EDUCATING THE PROFESSION

FOR OVER 160 YEARS

H aving been in the human service business for over 160

years, Elwyn has been at the forefront in developing ground-

breaking programs and services for children and adults with di-

verse needs and challenges. Within each area of Elwyn is a

plethora of individuals who are in a position to share that infor-

mation with colleagues, staff, families, and other interested par-

ties. A large part of Elwyn does provide and share information.

From journal publications, presentations at conferences and

research to educate our up and coming leaders and future pro-

viders, Elwyn can and does provide the community with a wealth

of pioneering information.

Elwyn’s Genetics Department is nationally recog-

nized as a leader in genetics research and education. They

provide testing, family counseling, and training. They have au-

thored several publications dating back to 1994. Their work has

been published in such journals as The Journal of Clinical Psy-

chology, The Journal of Autism and Developmental Disabilities,

and The Journal of Genetic Counseling. They have authored

and published Fragile X Syndrome: A Handbook for Families

and Professionals and Children with Fragile X Syndrome. The

Department of Research and Quality is headed by Elliott W. Si-

mon, Ph.D. Dr. Simon, along with Barbara Haas-Givler, M.Ed,

BCBA, and in conjunction with Laura Rogers, MS, CGC, provide

a wide range of services to families, professionals, and educa-

tors regarding the care and treatment of children and adults with

genetic syndromes.

Elwyn’s Education Department annually presents at

the State Transition Conference. They do two presentations,

one called Charting the Course: Skills Assessments through

Transition Experience and the other is called Career Portfolio:

Don’t Leave School Without It. This conference has participants

from varying backgrounds including social service agencies ser-

vicing children from all walks of life, educators, advocates, peo-

ple from Social Security, Vocational Rehabilitation; the list is

extensive.

Elwyn’s Behavioral Health Department provides

training and presentations across the Commonwealth. Most

recently our newly developed Mobile Crisis Team provided inval-

uable training to the education system, police departments, the

court system, and many other community partners. Their train-

ing focuses on prevention and assisting those in crisis (adults,

adolescents, or children). They are trained to provide Applied

Suicide Intervention Skills Training (ASIST), which is a nationally

recognized training to help a person learn how to deal with

someone who is contemplating suicide. Elwyn’s Certified Peer

Specialist Program (Partners) has participated in a roundtable

discussion on hiring people who lived the experience at the Re-

habilitation and Community Provider Association Conference

(formerly Pennsylvania Community Providers Association). This

conference is one the largest provider conferences held in Penn-

sylvania. Peer Support is an evidence-based practice where

people who are recovering from mental illness are trained and

hired to provide support to those who are currently struggling

with their recovery.

Elwyn’s Welcome House is a Clubhouse certified by

the International Center for Clubhouse Development (ICCD).

The Clubhouse is a best practice program which is member driv-

en. The staff at Welcome House have presented at the National

ICCD conference on Strengthening The Food Service Unit’s

Member Involvement: Program Evaluation and Underlying Phi-

losophy. They have presented at the Pennsylvania Clubhouse

Coalition twice presenting on Clubhouse Supported Employment

Services, and Clubhouse Community: Going Green. They have

presented at Pennsylvania Association of Psychiatric Rehabilita-

tion Services on Clubhouse Community Partnership and Em-

ployment: Support Structures Success. Welcome House’s

presentations are unique in that they include staff and members

of the clubhouse.

Elwyn also provides a unique opportunity for graduate

students looking for internships or residencies. Since Elwyn is

such a diverse agency it can provide an array of opportunities for

students to gain practical experience under the guidance of on-

site supervisors in their specific field of study. Most of Elwyn’s

clinical programs have internship opportunities. Elwyn provides

internships in our Education Department, Behavioral Health,

Children’s Behavioral Health, Genetics & Research, nursing,

dental and many other programs. Elwyn has hired a number of

interns upon graduation. It’s a win/win situation to know Elwyn

has been a part of the interns education and experience. Re-

cently Elwyn hired one of our post- doctoral students in our out-

patient department.

Elwyn will remain in the forefront, as we move into the

future, providing our expertise to other professionals. Elwyn will

continue to provide educational opportunities for students in var-

ying specialties to gain important experience in their field of

choice.

“I have really enjoyed the educational and professional opportunities I have been provided here at Elwyn. Through my internship and post-doctoral positions I have been allowed to further grow clinically, professionally, and person-ally which has offered me the ability to gain unforgettable and unique knowledge. “Christina Wohleber, Psy.D

May 2014

2 ELWYN

FROM THE

The founders of Elwyn were particularly interested in education for children with disabilities. Driven to provide the very best possible, James B. Richards, the leading special educator of the day, came to Philadelphia to start a school. The education of children and adults remains the core principle of Elwyn’s service offerings. We provide therapeutic supports to children under age six to promote development and learning. We provide full educational services to 345 children and educational support to an additional 3,605 children. Education continues through adulthood in work, day and residential programming. A brother, in fact, stated with emotion that his 74 year old sister is starting to read. He noted that Elwyn never diminishes its effort to elicit new skills and extend information. Elwyn brings similar educa-tional interest, vigor and excitement to training staff. We are all kept current on best practices to enable effective supports throughout all our Ser-vice Lines. Elwyn fosters continuous learning keeping Elwyn effective in all it does. Sincerely, Sandra S. Cornelius, Ph.D. President

Sis’ iPad It’s All About Learning and Communicating

L ucretia “Sis” Scott enjoys taking photographs, listen-ing to music, drawing/coloring, and visiting with her family.

Until now, Sis has carried a big bag filled to the brim with coloring and art supplies, and was often looking for her camera and radio and asking for assistance to use them. Until now, Sis was using the phone in the office to communicate with her siblings on scheduled nights. And until now, Sis was unable to see her siblings as often as she would have liked. Now, Sis has an iPad! She is learning so many new ways to communicate with her fam-ily, finding new art projects, and listening to endless possi-bilities of music. Sis is learning how to use the iPad cam-era and will learn how to save her pictures to albums, email the pictures to her family, and make slideshows. Sis is also learning how to use Skype to communicate with her family. Instead of using the phone, Sis is able to call her brother in California, Scotty Scott, and see him while she talks to him. While learning all the fun parts of the iPad, Sis’ team was able to incorporate part of her program plan into the Talking Tiles application. This application acts not only as a communication device, but helps Sis learn new skills. Currently, Sis has a goal to identify community signs. The Talking Tiles application asks her the

question, provides her with visual cues with verbal prompts, and lets her know if she needs to try again, or selected the correct picture. It’s an “interactive quiz.”

Sis is also learning to use hand lotion. Talking Tiles allows her to scroll through visual steps of applying the lotion as well as providing verbal prompts.

The team plans to incorporate more of her pro-gram plan with use of the iPad, and expand her use of the iPad at day program. Sis is learning to use these applica-tions with assistance, and is enjoying the outcome as it enables her to enjoy her music, enjoy her art, enjoy the art of photography, and she is learning new, effective ways to be more involved with her family.

7

A s people with Intellectual and Developmental Disabilities (ID/DD) now live and grow up in the community, their adult education takes many paths. People are living longer due to advances in commu-nity based medical, social and psy-chological supports. All adults, and people with ID/DD are no excep-tion, require continued education to reach their full potential. Living as an adult requires people to learn additional skills to function effec-tively in the adult world. Creating productive day activities are essen-tial to the well-being of people with ID/DD. These vital activities pro-vide a sense of accomplishment, build and sustain skills, and pro-mote independence and self-sufficiency. It is important to en-sure that individuals with ID/DD are provided with extended opportuni-ties for education and choices for adult life across their life span. Through involvement with Supports for Living service area, as well as Elwyn’s Adult Day Program Services, basic level education is provided to promote independence in the community. This education encompasses learning social, com-munication, daily living and other adaptive skills, including the basic

requirements for a normal commu-nity life. The fundamentals taught

include: taking care of one’s cloth-ing; attending to personal hygiene; basic cooking skills; keeping one’s living space neat and clean; mak-ing phone calls and maintaining connections with family and friends; ability to handle money, have a bank account, use an ATM; be aware of common dangers (fire safety, travel training); protecting one’s self in terms of sexual rights and freedoms and against discrimi-nation; as well as other personal rights, including knowing who to go to for support and assistance. Individuals receive educa-tion in the important survival area of social competency. The need for proper training, work experience and employment opportunities in-creases the need for socialization training. Community survival skills

such as using public transportation, safety awareness and fiscal man-agement are crucial to living a full and safe life in the community. These social skills are recognized as a key component in the suc-cessful development of employ-ment. Employment has a profound impact on improving an individual’s self-esteem and image. Creating a sense of accomplishment and be-longing through engaged employ-ment makes a person feel val-ued. The field of adult education for people with ID/DD has slowly grown from segregated options to, in recent years, inclusive practices to help people cope with an in-creasingly complex world. Areas of educational opportunities for indi-viduals in community settings con-sist of Clubs and Activities, Life Long Learning (some individuals have continued their education at-tending local colleges), Therapeutic Recreation, Special Olympics, Work Place Readiness Skills, Job Sampling, Religious Education and the opportunity to participate in reli-gious services of their choosing. Adult education develops life-sustaining skills that enable a person with ID/DD to become a productive member of the commu-nity.

Fundamental to Elwyn’s Mission Educating and Training Adults with Intellectual and Developmental Disabilities

Many volunteer opportunities are available at Elwyn. For further information please contact shirley_kester@elwyn.org or 610-891-2183. To receive the “Elwyn Experience” by email, please contact Karen_chominski@elwyn.org .

Crisis Support and

Miller Senior Center

Raising Community Awareness

through Education

E lwyn community education pro-grams are designed to provide knowledge to the general public in an effort to stimulate awareness of a num-ber of areas related to Behavioral Health and Intellectual Disabilities. These educational offerings not only increase community understanding but in the process also improve community services and supports. All Elwyn pro-grams have a community education component. In this issue we highlight Elwyn’s Crisis Service Program and Miller Senior Center. Crisis Services supports individ-uals in mental health crisis living in the community while Miller Senior Center provides supports for adults with intel-lectual disability. “Did you know that deaths by suicide are greater than motor vehicle fatalities annually?” asks John Muehsam, Di-rector Crisis Services Elwyn. In fact, according to the American Foundation for Suicide Prevention, 38,364 suicides were reported, making suicide the 10th leading cause of death for Americans. Someone in the country dies by suicide every 13.7 minutes. Since 2000, report-ed suicides have increased over 16%

while motor vehicle fatalities have dropped by 21%. “We need to do a better job ed-ucating the general population on sui-cide awareness and prevention,” says Muehsam. Muehsam and his team have developed and incorporated train-ing material to do just that. Recently, Elwyn Crisis Service Staff held a two day Applied Suicide Intervention Train-ing Workshop. This event was attended by mental health professionals, mem-bers of local service organizations, col-lege affiliates, students as well as com-munity members who had a specific interest in learning more about Elwyn Crisis Services and suicide prevention. In this training session, Muehsam and his staff move away from the sensation-alism of mental health often depicted by the media and provide examples of how people suffering from mental illness are coping and living very well in our com-munities each and every day. Supporting a very different pop-ulation than Crisis Services, the Miller Senior Center is also attuned to the im-portance of community education. Eliza-beth Sheffield, also known as “Tootsie,” is preparing for another group to tour the center. “Our program serves 77 people and all but 2 are over the age of 60,” says Sheffield. Our motto is “Miller Senior Cen-ter, where we make each and every day the best day of their lives,” Sheffield states proudly. Sheffield and her staff are always eager to educate the com-munity and make time to show people

what they do. “I think people are amazed to find out all the activities we have to offer our seniors,” admits Shef-field. She adds, “All of these activities keep our seniors active both physically and mentally.” The tour starts with a visit to the classrooms, where all the action happens. People are busy doing artwork, calisthenics, or even horticulture. Shef-field described the most recent Mardi Gras Day Celebration as an entertain-ing day and mentioned that everyone was getting excited about the upcoming St. Patrick’s Day lunch. Sheffield ex-plained that many people with disabili-ties are living longer thus requiring more trained staff to care for them on a daily basis. Sheffield, an RN, stated the Sen-ior Center employs Health Care Associ-ates and Personal Health Assistants to help perform routine daily health screenings and monitoring for everyone in the program. “We are proud of our program and really enjoy sharing it with others.”

Elwyn Experience: A Quarterly Publication of Elwyn

Managing Editor: Elliott W. Simon, Ph.D.

Photography and

Layout Editor: Walter Fernandez

Photography: Kunil Park

Copy Editors: Candy DeMarco, Tony Catania

Content Editors: Dennis Ritrovato, Brian Boxall,

Angela Sands, Jane Detweiler,

Denise Cole, Renee VanBueren,

Carol Forte

May 2014 A publication for family and friends of Elwyn.

T he reason that James B. Richards came to Philadelphia in 1852 was to start a school dedicated solely to educating children with in-tellectual disability. Through-out the 162 years since that first classroom was opened, Education has been central to Elwyn’s mission. This issue of the Elwyn Experience highlights Elwyn’s educational offerings in their many different forms. Although readers will no doubt be impressed with the current scope and technology of Elwyn’s Davidson School, Richards’ philosophy of a ho-listic, comprehensive ap-proach to a child’s education still rings true.

Education, of course, doesn’t stop when an individu-al reaches 21. The growth of Adult Education over the last decade for individuals who access Elwyn day and resi-dential supports has been im-mense. Lifelong learning oc-curs in all Elwyn Adult-Centered service areas and ensures that individuals are able to maximize their poten-tial in the least restrictive set-ting.

Given Elwyn’s large complement of staff with ex-pertise in all areas of human services, we are often called on to educate the larger com-munity about specific areas. These include instructing local hospitals and law enforcement agencies on various aspects of disability, speaking with Rotary Clubs to raise commu-nity awareness, and providing other community organizations with the opportunity to learn about and help people with disability.

Similarly, Elwyn is at the forefront of training profes-sionals in many different spe-cialized fields that relate to human services. From multi-ple arrangements with univer-sities to hosting seminars and intern students at the bacca-laureate and advanced degree levels to lectures at local col-leges and consulting with mul-tiple school districts, Elwyn is

an educator to professionals interested in the field of disa-bilities. Elwyn staff also pre-sent at professional confer-ences, publish in professional journals and conduct original research to remain at the top of the human services field.

The above is a small sample of the many educa-tional activities that happen at Elwyn on a daily basis. The best way to learn more is to experience them for yourself through a visit to our campus in Media, PA. If you do, you will come to learn that the “E” in Elwyn does indeed stand for Education.

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www.elwyn.org

The “E” in Elwyn Stands for Education

ARTICLE PAGE

The “E” in Elwyn Stands for Education 1

From the President 2

Sis’ iPad 2

Elwyn Educating the Profession 3

Elwyn’s Education Service Area 4-5

Staff Development Helps Us All 6

Fundamental to Elwyn’s Mission 7

Crisis Support and Miller Senior Center 8

IN THIS ISSUE

IF YOU HAVE TRIED ONCE AND HAVE NOT SUCCEEDED, TRY ONCE MORE...DO BE GENEROUS AND TRY A THOUSAND AND ONE TIMES. James B. Richards, 1903

Elwyn classroom circa 1890