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The Community School is a
day school located at 90 Industrial
Park Road in Hingham, serving
students ages 3-21 with severe, multiple disabilities, many of
whom have complex medical needs.
School Hours:
Program hours from September to June are 9:00am to 3:30pm
with the exception of the 2nd and 4th Mondays of each month
which are early dismissals at 12:00 noon, providing times
for professional development programs.
We follow a public school calendar from September
to June with the addition of a 7-week summer program.
Key Dates:
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6/7 Pond Park is
having an Art Show at 11:30am
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8/19:
Preschool, Kindergarten and Elementary Graduations
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6/13: Family
Picnic at the South Shore Natural Science Center;
Norwell, MA
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10/6 Open
House & Scholastic Book Fair
Contact:
Patricia Mason
Program Director
Community School and the Community Adult Program
90 Industrial Park Road, Hingham, MA 02043
(781)740-1808
Fax (781)740-0784
Patricia
has been the Director of the Community School & Adult
Programs since July, 2002. She has 25 years experience in
the field serving infants, children and adults with special
needs in public, private and residential settings. Patricia
is a program reviewer for the Department of Elementary and
Secondary Education. Prior to coming to the Collaborative,
she coordinated the DeafBlind National Graduate Teacher
Preparation Program at Boston College. She is currently
adjunct faculty at Bridgewater State College, Lesley
University, Northeastern University and Endicott College.
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 The
Community School integrates both a functional and
developmental curriculum with standardized units of study
which are standards based and aligned with the Massachusetts
Curriculum Frameworks. Through the use of thematic units the
students are able to access the general education curriculum
while working on skills related to communication, activities
of daily living, academics, social/emotional development,
behavioral management, vocational and leisure/recreational.
Technology is highly integrated within the program in a
manner which supports increased independence and greater
access to the world around. The program currently has a
service dog named J.R. who has been fully trained by
NEADS
(Dogs For Deaf and Disabled Americans).
He is a wonderful addition to the program, assisting in
student programs, facilitating more active engagement and
acting as a calming presence when appropriate.
Services Offered
Occupational Therapy
Physical Therapy
Speech & Language Pathology
Music Therapy (Individual & Group)
Vision & Orientation/Mobility Services
Deafblind Services
Adaptive Physical Education
Assistive Technology (direct & consultative; including
Boston College Eagle Eyes)
Behavioral Supports
Content related field trips (library, fire station,
apple/pumpkin picking, farm, historical sites etc.)
Recreation Activities (Access Sports, Therapeutic
Riding)
Home based services are available from the teacher, the
student's therapists and the social worker.
Parent Advisory Counsel
 In
1984, a group of parents of children who attended the South
Shore Educational Collaborative Community School and staff formed the Parent Teacher
Organization (PAC). The PAC engages in numerous activities to
support the children's educational program. It provides
assistance as well as funds to defray some of the many
expenses associated with our annual Family Field Day,
Junior/Senior Prom. The PAC has raised funds for the
purchase of a variety of school materials and equipment
(including computers, printers, adaptive devices and
educational software); absorbed admission fees for community
experiences to museums, theaters, the circus, trips to the
zoo; financially supported staff attendance at professional
conferences; and, provided informational meetings for
parents and staff on topics of interest which are specific
to our school population.
Early Childhood Programs
Preschools (ages 3-5): The pre-school classrooms are
language/ communication based and use monthly thematic units
to meet the early childhood standards set forth in the
Massachusetts Curriculum Frameworks. By teaching a unit on
animals, the students are listening to stories, sharing
ideas, taking turns, counting, categorizing, using
manipulatives, learning new vocabulary and content,
listening to animal sounds and related music, creating
artwork and using technology to access information or to
participate in the activities.
Kindergarten (ages 5-7):
The Kindergarten classrooms are language based comprehensive
program. This is a small nurturing environment which offers
consistent routines where children may utilize their current
skills as independently as possible while building on higher
level concept development including their ability to "act"
upon their world. All areas of the curriculum are covered
through monthly thematic multisensory based units which are
directly linked to the curriculum frameworks.
Elementary Classrooms (ages 7-12)
Functional Academic (ages 7-10): These classrooms work on
skills related to pre-academic and academic areas. This
includes but is not limited to: color
identification and matching, number recognition, quantity,
exchange, letter recognition, name recognition,
writing/scribbling, etc. Skills are embedded in functional
activities and routines throughout the day. This is a highly
structured classroom with a strong focus in the development
of communication skills. There are opportunities for both
independent and facilitated social interactions to encourage
play and friendships. Opportunities to learn and practice
daily living skills are an essential part of this classroom.
Academic Classrooms (ages 7-15): These classrooms focus much
more on true academics. Although they include such concepts
as basic letter and number identification they also look at
the development of beginning reading skills, arithmetic
(simple addition/subtraction), writing/typing (can be very
simple or more complex depending on the student), simple
science, social studies and health.
Transitional Classrooms (ages 7-10): These are highly
specialized classrooms for students who need a much quieter
and slower paced setting. There are higher levels of
therapeutic support, specialized positioning equipment
including a waterbed and opportunities to have a very
individualized schedule which would include frequent breaks
for rest, medical interventions or repositioning. There is a
strong focus on the development of communication skills
using pictures/objects/tangible symbols and electronic
supports.
Secondary Programs (ages 13-21)
Functional Academic (ages 14-17): These classrooms continue
to have a strong communication focus. Facilitator support
strategies are used to promote incidental as well as
structured interactions between peers and students/staff.
Assistive technology is integrated throughout the routines
both in terms of access to the curriculum as well as a
supplemental activity to reinforce content and skills. There
is consistent exposure to print/objects/pictures through the
use of thematic units to support greater content knowledge
and concept formation. Daily living skills are addressed as
a function of naturally occurring routines.
Transitional (ages 17-21): These classrooms are highly
individualized for students with significant therapeutic and
positioning needs. Assistive technology is integrated
throughout all activities supporting partial participation
and independence. Activities are sensory based and are
sensitive to the age and interests of the students. Students
are encouraged to participate and assisted to be independent
in portions of the activities. Communication is a high
priority in this classroom.
Vocational (ages 17-21): Classrooms focus on basic to
increasingly complex skill acquisition to support vocational
development. There are opportunities to practice work
related skills within the program as well as community based
instruction. In addition to vocational development, this
part of the program works on social competencies to support
full community participation. Leisure/recreation skills are
addressed both on a group and individual basis. Self-help
and independent living skills are addressed on a daily basis
to support overall independence.
Suggested Resources
Council for Exceptional Children
Federation for Children
NEADS (Dogs For Deaf and
Disabled Americans)
Photo Gallery
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High school students chose to create various rainbow
patterns in their classroom. All students
participated independently with accommodations.
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Middle school students decided to create a three
dimensional dinosaur theme art. |
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Middle school three dimensional art, an historic
perspective. |
Handmade chimes hang from the ceiling. |
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High school students made the candy from scratch! |
Student created book marks and door hangers with a
rainbow theme. |
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