THE PERFORMING ARTS CENTER OF NORTHERN ARIZONA--

MEETING THE NEEDS OF THE SPECIAL LEARNERS

A Report Introducing the Focus and Direction for Special Camp Sessions

Development Team:  Dr. Shirley Sullivan, Ed.D, Performing Arts Education, School Administration

                                    Mr. Bill Lewis, Ed.S, Family Counselor/Therapist

                                    School Psychologist

Jeanne Schofield, BA, Educational Services, Valley of the Sun School and Habilitation Center

                                    Shelley Bates, LPN; Special Education Medicade

                                    Specialist

                                    Keri Mickelson, MA, Federal Grant Writer, School

                                    Administration

Bonnie Shimko, Care Coordinator for Special Needs Children at Red Rock Pediatrics; Facilitator for the Medical Home Project in Verde Valley; Marketing Director and intake specialist at Eden Center.

A special thanks from the Pac-Naz Board to the above team of consultants, tirelessly giving of themselves in order that learners of all situations may have the same chances. 

“All that I have seen teaches me to trust the Creator for all I have not seen.” Ralph Waldo Emerson.

            There appears to be rather general agreement on the basic intellectual needs of humans.  Some of these include:

1. a need for challenging experiences at their own level
2. a need for intellectually successful and satisfying experiences
3. a need for the opportunity to solve problems
4. a need for opportunity to participate in creative experiences instead of always having to conform

Desirable learning takes place when the person is free to create his/her own responses in the situation faced.   Directing possible responses through the experience of art and music/drama create a very positive outcome.   Individualization is a key. 

            One of the utmost concerns of educators is the problem of how to provide for creative expression so that a learner may develop and/or discover his/her interest, talent, or skills more fully.   All learners need an outlet in which to experiment, express original ideas, to think, to react, and to be led.  

            The arena for special learners in the Performing Arts is slim.  For the sake of this document, an attempt to identify the special learner is made—but in no way limits the scope of the focus.  The Special Learner may include:

·         Learners of Special Education determination, in accordance with AZ Dept. of Ed. Guidelines.

·         Learners of Physical Limitations, whether from birth, or not.

·         Learners with serious illness, including Asthma and/or Diabetes, Cancer, Heart Desease

·         Learners of Abuse, emotional or physical.

·         “At Risk” Learners, gang endangerment, street survivors.

·         Learners living in poverty.

·         Homeless learners.

·         Learners of the Foster Care System

·         Gifted

·         Learners of Mental Illness

·         Others

These categories of learners need a rubric specific to each.  For “The Learners of The Foster Care System, Homeless Learners, Learners of Abuse, Gifted Learners, Learners Living in Poverty, ‘At Risk’ Learners” an emphasis on

• Positive mentoring 
• Building trust
• Building self-esteem
• Demonstrating Responsibility with tasks, attitudes and actions
• Setting goals and reaching them
• Feeling encouraged
• Being an encourager
• Trying something new
• Strengthening an existing skill
• Performing in front of a group
• Positively experiencing “living together” at camp
• Being on a team for sports activities
• Caring for equipment, sports uniforms, etc
• Caring for and using musical instruments
• Acquiring skills via the MIDI computer lab
• Successfully following a schedule and routine
• Memorization of scripts and music and dance
• Construction of sets and props and costumes
• Learning about lighting designs for productions
• Photography classes
• Expressing self through art mediums
• Sharing completed projects with pride and respect
• Encouraging others with regard to art creations
• Accepting multi-cultures
• More

are to be experienced all or in part during a camp session of The Performing Arts Center of Northern Arizona, Inc.

Please see the following information from Mrs. Keri Mickelson, educational consultant, with regard to the above collection of learners. 

“As an educational consultant to more than a dozen school districts and charter schools throughout Arizona including Navajo Reservation districts, I understand the immense need for a fine arts camp to be made available to children, adolescents, and teenagers who are underprivileged. 

The Arizona school districts face an insurmountable challenge in offering all students ample opportunities to explore the arts.  Their funds are too limited.  All students are shortchanged.  The population of students that suffers most are those whose parents and communities are trapped in poverty. 

The Performing Arts Center of Northern Arizona will target those students in need of help, and offer opportunities for arts education, counseling, and safety.

Federal and state funding that is available to school districts (currently titled NCLB funds) will be able to be earmarked by schools and districts to send students to camp.  This type of camp is exactly what districts throughout Arizona have been looking for in order to be able to contract out the teaching of fine arts in a way that is economical, efficient, and effective.

I look forward to witnessing the success of students who would otherwise miss this awesome opportunity to attend a topnotch fine arts camp”.

 Mrs. Mickelson also serves on the Pac-Naz board and offers her skill in the area of Federal Grant Writing.   Her tireless efforts have added greatly to the progress of this worthwhile project.

We feel that the above-mentioned learners will do best when “mainstreamed” into a regular performing arts camp experience.  The only area that would be different, or adjusted for them is the area of mentoring and individualization in order to help them achieve at a productive level. 

Understanding that they will be attending camp with students having been exposed to much more in the way of ownership of instruments, exposure to performances, prior experiences in camps, having played on teams, having had private lessons, etc., brings our consulting team to focus on providing extra personnel in order to insure success of the special needs learners.  Also, by providing training in the area of interacting with said students success will be realized by both the camp counselors and the learners is to be achieved.

A comprehensive training manual of Disability Awareness serves as an effective tool of preparation for staff, faculty, counselors, aides, etc.  The following, inconclusive list represents some items included in the training materials:

·         An inspiring story

·         Aims of introducing PHYSICAL DISABILITY

·         Definitions and descriptions of PHYSICAL DISABILITIES

·         What causes PHYSICAL DISABILITIES

·         Implications for daily living

·         Tips for getting along with a person who uses a wheelchair

·         Ways of assisting

·         Interacting with people with disabilities

Additional chapters will be added to include emotional and mental aspects.

A careful and thorough evaluation will provide the necessary input to constantly improve programming.

“Getting the word out” to possible scholarship providers plays a big part in the success of this avenue of our program. 

For the learners in the categories of “Special Education, Physical and Mental Limitations, Autistic Spectrum, Chronic Illness, and/or Abuse” the performing arts camp experience, ideally is exactly the same, however it must be specifically designed to allow flexibility for the individual needs of each learner. In addition to the items listed for the first group of learners, this group will have added:

            Developmental goals for this group include:

• Socialization—Music as a social activity
  • The learner responds to his/her own identity
  • The learner interacts with a partner
  • The learner interacts successfully in a small group
  • The learner functions independently in music activities
  • The learner adapts easily to new situations

Cognitive—Academic skills are used and support growth in the other school curriculum

            Areas

o        Numbers and counting

o        Names of self and others

o        Color recognition recall

o        Body parts

o        Naming objects

o        Alphabet—letter recognition

o        Left/Right

o        Same/Different

o        Recalling Directions

o        Restating Directions

Self-Help—Clothing, Hygiene, Safety, Meals, New Environment

Gross Motor—Movement

o        Body Awareness

o        Balance/agility

o        Strength-endurance

o        Laterality: Left/Right sides of body

o        Directionality: forward, backward, sideways, etc.

Fine Motor—Manipulating object by mostly hands and fingers

o        Grasp, release, transfer

o        Paper, pencil, scissors, table games

o        Musical Instruments

o        Art materials of a wide variety

Lesson plans adapted to fit the needs of each student, focusing on art and/or music, will be used.  While the teacher helps with the student’s basic learning, a good positive feeling for music and art is sure to grow.  The joy the learner feels in hearing and producing the sounds of music and the visual joy of art, make the task of the teacher more enjoyable and meaningful. 

In the area of Musical Therapy, Movement can utilize the body as the instrument of expression.  The most natural form of creative expression is movement.  Musical experiences and activities with movement and expression allow the participant to feel motivated to try, to feel success and an increase in self-esteem.

With movement, crossing the cultural lines of age, community, and the society of the habilitation individuals, can be accomplished.

Sharpening the senses and developing motor skills can develop basic skills.  The following outline identifies some concepts, which can be developed through direct body movement:

• Body Image (body parts, relating body and body parts to the environment, movement with parts, usage of body parts)
• Space and Direction (Participants participate as a group and as separate individuals.)
• Balance
• Basic Body Movements
• Eye-Hand coordination (ball bouncing, bean bag or ring toss, etc.)
• Eye-Foot Coordination (propelling ball with feet)
• Rhythm (marching, clapping, feeling the steady beat)
• Fine Muscle Activity (coordination and fine eye muscular movement using the recorder, a wind instrument)
• Large Muscle Activity (parachute activities, tinikling poles, rhythm sticks, ribbons, scarves, etc.)
• Memory Recall

These listed skills are extremely important to the establishment of a sound foundation for development.  Diagnosis of progress in skills development can be obtained by teacher observation and the participant’s self-evaluation.

Such physically oriented activities as games of circle formation, stationary relays, rhythmic activities and creative, expressive rhythms can be utilized effectively to provide meaningful and satisfying learning activities for positive overall growth and development.

Fine arts with movement and therapy are such a delightful approach to the overall development of the learners.  This particular design crosses the cultural lines of disabled and non-disabled—resulting in complete acceptance of people as individuals, learning and accomplishing at their own level.

Music, as a form of expression, is for everyone.  When an environment is established to allow for individual expression and feeling toward the presentation of music it is truly an educational experience.  To involve the learners in the “feel” of music, similar lessons may be presented:

• Ribbons—wave the ribbons with the phrases of the music.  Experience the beautiful colors as the whole group participates.
• Rhythm Sticks—allow for the steady beat to be felt. 
• Hoops and Balls will add a dimension of skill to the experiences.  As hoops are lofted and swayed and the smoothness of the music is felt, the balls, on the other hand, will bring the element of surprise, bounce and quickness of movement.
• Tinikling Poles—will be a new experience for all.  The tinikling poles are placed on the floor and are leaped over.  The entire body will become a part of the excitement.  As the cymbals crash and the full orchestra presents itself like none other can, the participants will have a chance to take hands and share space with each other as they work together to enjoy the music and leap over the poles in a very new way of expression.
• Parachute activity—The beauty of the colors, alone, make this an unforgettable sight.  Each participant finds space at the edge of the large, 24-foot in diameter parachute.  As the music swells and each hand gripping that magical edge begins to feel the tension and energy the reaction to the combining of the magnificent music with the unbelievable sight of the parachute as it lifts and bellows is a sight to behold!  This activity in itself makes an impression on every mind—like none other can!
• Recorders—will offer a stretch for some and be quite easy for others.  Each learner will accomplish on his/her own level.  A recorder is a flute-like instrument of the orchestra.  It is a member of the woodwind section—although it is made of plastic.  The participants, on a 1:1 ratio, place colored dots to the fingers.  By using a “follow the leader” type of plan the learner is led by his/her own ability to follow and accomplish.  They experience a grand surprise when they “play” the instruments along with a recorded music, created especially for this activity.  They will experience the “full band” sound as they play their instruments. 

Day to day enrichment at camp is enhanced with fresh confidence to try something new.  Each individual, teacher, staff, parent, or volunteer will conduct himself or herself in a most professional way.  All working adults will wear the uniform shirt and be easily recognizable as staff. Each adult worker will be trained in the areas of:

1. Purpose
2. Demonstration
3. Encouragement
4. Evaluation
5. Safety
6. Respect
7. Flexibility
8. Consistency
9. Patience
10. Mentoring
11. Disability Awareness Training

The relationship between the Valley of the Sun School and Habilitation Center and The Performing Arts Center of Northern Arizona is a good, solid relationship.  Pac-Naz looks forward to having the Learners from “Valley” on the Pac-Naz campus. 

Please read on for input from Jeanne Schofield, consultant and team member.  Since November of 1990 Jeanne Schofield has served as Director of Day Programs at Valley of the Sun School and Habilitation Center, providing for the total operation of the Day treatment and Training Program.  Past and Present Projects include:  Director of Social Services, Case Management Services, tribal contracts, Department of Education, Program Supervisor and Training Specialist, Teacher for Institutional for AZ/DES/DDD/ATPT, Habilitation Technician. She is a valuable asset to the Performing Arts Center of Northern Arizona as a consultant in this special area.

            “The Valley of the Sun School and Habilitation Center supports individuals with disabilities.  We strive to offer opportunities for these individuals to achieve maximum independence, as well as social and vocational fulfillment.  We are constantly upgrading our programs to enhance the quality of life of all individuals by providing superior education, vocational, residential and adult day services.

We are thrilled to share in the vision of The Performing Arts Center of Northern Arizona as an effective tool for providing experiences via performing arts and fine arts.  The possibility of sending selected learners to such a camp opens the door for life changing discoveries.  Our residents love music and crave any experiences involving music. 

            We currently have identified talented artists among our residents.  Original watercolor creations are on display in our Administration Building; 7 designs, of the collection of 30 original paintings, have been made into note cards—2 holiday cards and 3 as posters.  We look forward to the possibility of attending camp at The Performing Arts Center of Northern Arizona and having these particular, gifted artists further their talents—and explore additional avenues of expression via art. 

            Primarily, the children receiving services from “Valley” are children with developmental disabilities whose primary disability is mental retardation.  Our services also extend to those with physical disabilities, hearing impairments and traumatic brain injuries. 

            Each student’s educational needs are met as well as many unique medical requirements in which the aides are specially trained to meet.  The samples of lessons for activities to be presented to the learners are adaptable and thorough, with good scope and sequencing toward the desired outcome.  

            The positive outcome of such a camp experience as this is limitless.  Each student will bring home his/her specific learning.  Overall, the growth that is inevitable is the exposure to a new and different environment, new skills of independence, new exposure to music, drama, art mediums, games, theatrical lighting, sound, costuming, and general preparation for performing in front of an audience; and then, the real chance of performing in front of an audience!

 Whether it’s singing, dancing, or beating on a drum, I know that every one of our students will be thrilled to have a real chance—just the same chances that all other learners receive.   We have dedicated ourselves to serving individuals with disabilities.  With the addition of attending The Performing Arts Center of Northern Arizona we are able to expand our curriculum to include excellent learning activities in the area of art/drama/and music. And beyond the arts, I believe that these experiences reach way beyond the scope of any lesson plan and from there-- learning, in ways we could never guess, takes place.   It is an honor for me to offer my input and wholehearted support for this worthwhile endeavor.”

 Shelley Bates currently serves in the Special Education Department as the Medicaid Specialist for the Peoria School District.  Shelley coordinates the Direct Service Claiming Program and the Medicaid Administrative Claiming Program; this program measures the work effort of approved staff that works with medical and health related services that perform activities that are reimbursable by Medicaid.  Shelley worked in the nurse’s office of an elementary school and served as the nurse for the medically fragile students, transporting them to and from school.  She is a licensed LPN, since 1979. Her valuable contribution is appreciated.

 Shelley Bates shares her words:

“I appreciate the opportunity to assist you in identifying the individuals for the Performing Arts Center of Northern Arizona, Inc.

There are many individuals who have disabling conditions but even with a disability, all individuals have the capacity to learn.  This concept is achieved through individualized instruction with training that focuses on their strength.

Individuals with learning disabilities face many challenges but with the efforts of parents, teachers, and others who work closely with them, the overall development of an individual can be reached, as well as their physical, emotional, social and vocational potential.

I believe that the challenges that individuals face today is only increasing.  In many cases, it is due to the disability but for others it is due to physical and emotional abuse by family members or friends.  It is important that all individuals no matter what the circumstance, that they be given opportunities to grow academically and to develop their social skills, self-awareness and self-esteem.

Individuals with disabilities and those who are in difficult times emotionally need a positive, supportive and caring environment, as well as one that will be safe and educational.  I feel that with the objectives Pac-Naz has outlined in developing character, discipline, leadership and to strive for excellence will be the environment needed for such individuals.

The staff will need to be flexible and responsive in adapting to the needs of the individuals, which can differ from one person to the next.  It will be important for all staff to work together by careful planning and constant evaluation of the program and their progress throughout their camp experience.  This experience should leave the individual feeling as though they are important and have been able to contribute to that experience.  I believe that employees each bringing their own skills and experience, will be able to meet the needs of all individuals.

Pac-Naz will be a wonderful opportunity for many individuals with special needs.  Many of these individuals do not have the funding for such an experience and by having the Scholarship Program made available, it will allow them the opportunity they otherwise would not have.  I also feel that having the camp in Northern Arizona among the pine trees will also give the individuals a wonderful experience with the beauty of nature.

The attitude that staff should have with those with special needs should be one of encouragement along with providing a positive experience to all who attend.  It is very important that individuals are not treated differently because of their disability.  The experience should be the same for everyone.

I believe the Special Education Department of any school district works closely with teachers and parents regarding the needs of the individual.  The nurses are also an integral part of their progress.  Marketing for the Performing Arts Center should be focused to the Special Education Departments of every school district, as well as every nurse in each school in that district.

I look forward to working with everyone associated with The Performing Arts Center of Northern Arizona, Inc.

Thank you for allowing me the privilege to be a part of this wonderful endeavor.”

Having all the plans in the world are of no value without a plan of administering and marketing the concept to the participants.  Currently the need is so very great.  Bonnie Shimko serves throughout the Verde Valley and Northern part of Arizona as Care Coordinator for Special Needs Children at Red Rock Pediatrics; and as Facilitator for the Medical Home Project in Verde Valley; and as Marketing Director and Intake Specialist at Eden Center.  She brings a special insight to this endeavor:

Bonnie, Please respond to the following thoughts:

Identify/describe the disabled and/or special needs learners of the Verde Valley:

The Children’s Rehabilitative Center (CRS) has 4 clinics in Arizona.  The current active participants in these clinics are as follows:  Flagstaff 2,416; Phoenix 11,787; Tucson 4,646; and Yuma 1,007.  The conditions accepted for care include, but are not limited to:

• Deformities present at birth
• Many muscle and nerve disorders
• Some conditions of epilepsy
• Heart conditions due to congenital deformities and those resulting from rheumatic fever
• Cerebral palsy
• Certain eye and ear conditions
• Cystic fibrosis
• Burn scars which cause functional limitations
• PKU and other related metabolic disorders
• Sickle cell anemia
• Neurofibromatosis
• Hydrocephalus
• Rheumatoid arthritis
• Diabetes
• Asthma

In addition, children with special needs in the Verde Valley, and/or children serviced by the Division of Developmental Disabilities, Verde Valley Guidance Clinic and Yavapai County Long Term Care (those with physical disabilities) are presented as follows:

List ways in which the disabled and/or special needs students of the Verde Valley would benefit from attending The Performing Arts Center of Northern Arizona. 

            The benefits are as varied as the students.  It is an exciting endeavor in which students may experience, many for the first time, performing arts.  Special needs learners deserve the same chances in life as do other learners and I whole-heartedly support the concept of such a camp. 

            I believe that children with special needs are more deeply touched with the beauty of art and the joy of participating, not just listening or watching a musical performance, but really feeling and becoming an integral part of the whole experience.

            Confidence, encouragement to try something new, making new friends, finding new skills, improving responsibility, having the chance to receive applause from a real audience, being away from home, the list is endless—what a joy!

How do you see marketing the camp programs to this target population?

            Parent leader teams for children with special needs

            Newsletters

            Discovery Connection (after school programs)

            Personal Contacts with each Department of Special Needs

            DDD; DES; LTC—Talk with case managers

            ARC

            School Districts

            Charter/Private Schools

            Home School Coalitions

            Churches

            Youth Organizations (Boys-Girls Clubs)

What special needs, beyond basic ADA code, does Pac-Naz need to be aware of in order to structure activities and/or facilities to meet the needs specific to the Verde Valley learners?

            I am aware that the builder of this project has agreed to meet with an OT (Occupational Therapist) as a special consultant with regard to facilities.

            I am delighted that Disability Awareness Training will take place for campers, staff, faculty, and entire team associated with this project.  I see evidence of strong individualization toward each learner—this is very good.

Comment on the following:

            Tuition:  I suggest grants be written to provide fees for the care givers.  I support the scholarship program which is in place.  Respite care hours may be a possibility. 

Registration Forms: (meds, special equipment, diet, physical limitations, etc):  Perhaps volunteers could be available to help complete forms to attend camp.  Forms can be confusing.  I am willing to help create the special needs camp registration forms.  I have samples of registration forms which may serve as guidelines. 

Registration form note:  All Health Care Aides accompanying campers retain employee status between contracted family and health care provider.  Pac-Naz provides no health care aides. 

Scholarship Forms:  I feel that the majority of the special needs campers will need to have financial help. 

Transportation: School districts may bring students in school transportation vehicles; some centers have their own vehicles; parents may be able to carpool; churches may provide transportation for their families attending.

Personal Items required:  i.e. helmets, bed bolsters, This is specific to each camper.  Each camper/caregiver, will know their personal  needs.  Pac-Naz will not provide personal health care items. Balls, bats, sports equipment in general, will be on campus for all camps to use. 

Do you see a need to give special address to food services—other than information to be gathered via the registration?

            Not necessarily.  With practical registration forms all necessary information will be collected.  With specific menus available-- campers may have an opportunity to plan whether or not the menus coordinate with special dietary needs, and make necessary adjustments or arrangements. 

Compare and/or Contrast other similar camps:

One of the reasons I am so delighted with this concept is that I know of no other camp featuring Performing Arts Education.  This is an area in which special needs learners are often left out—it is time to notice such a tragedy and to do something about.  This project is very timely.

How do you see this summer activity unique from other summer activities available for Verde Valley special needs learners?

            Employees of Pac-Naz will experience learning in a very positive way.  Campers will be able to excel in their own individual ways. 

Comment on the ideal length of the performing arts camp experience:

            2-3 days, during the week,  summer only, or any other season:

            1-2 days weekend,  summer only, or any other season:

            5 days - Full week, summer only, or any other season:

             Up to Two weeks,  summer only, or any other season:

            I like 5 days, max, for adults; Probably 5 days for children

            and the parent or health care provider, as well.

            I feel that the 2-week, regularly scheduled camps for the “at

 risk students” will provide a worthwhile experience.

Can you recommend, in your opinion, the ideal age of the Verde Valley special learner to attend sleep away performing arts camp?

            I expect a parent may want to accompany a young child.  The goal of Pac-Naz is to provide Performing Arts Education for learners of grade 3 through college age.  I think this age would work for the special needs learners, as well.

Pac-Naz has a state of the art computer lab, MIDI interfaced.  Please comment about the overall experience of the typical Verde Valley special learner with regard to an operational level in a computer lab:

            I have limited knowledge here—I know most special needs learners attending school, use the computer lab, in such cases where the school has a lab.  Whether or not the individual classrooms have computers, I am not sure.  I believe that most of the special needs children do not have computers in their homes.

In your opinion, do you feel that the typical Verde Valley special need student would attend camp with a health care professional as aide? 

            It depends on the situation.  A health care professional may be able to care for more than one student, depending on the care needs.  Registration forms for both the student and the caregiver are needed. 

How do you interpret costs to Pac-Naz with regard to housing and food for said aide? 

            Perhaps a grant would be able to include the aide’s costs.  Parents may or may not be able to allocate respite hours.  Scholarship money may also be an avenue in which the aide could be covered.  It would be a great loss if a child could qualify for scholarship support and then could not attend camp due to lack of funds for the health care provider or aide.  I feel it needs to be a “package” that would fund both the camper and the health care provider for cases where a health care provider or aide must accompany the camper. 

Other: With the issue of housing:  Please be advised that you may have the caregiver of different sex than the camper.  With proper information on the registration forms, your property manager will be able to assign housing that would allow for the sharing of quarters to be separated sleeping areas, yet in the same quarters. 

I am in full support of this worthwhile project.  I look forward to continued association.  I offer my services and help in any other way that I may contribute toward this project’s success.

We encourage community leadership and networking.  A comprehensive Volunteerism program has been created and will serve as a great strengthening part of this focus. 

“If you paint in your mind a picture of bright and happy expectations, you put yourself into a condition conductive to your goal.” Norman Vincent Peale

                 WELCOME TO HOLLAND