The Hydrotherapy Pool is a valuable resource at San Miguel. It is a ten by five metres pool
with two depth levels of 1.25 and 1.50 metres of water. The pool is monitored daily to
verify correct chemical readings and testing.
The majority of the teaching staff and
assistants have been trained in promoting the Halliwick Concept of swimming and
rehabilitation in the water. The latter training gives one-to-one student support and
progress is monitored on daily basis through a ten point programme. It is a programme
that focuses on swimmers’ and instructors’ mental adjustment both outside the pool and
in the water. Part of the team includes two nurses. Not only do they support the students
on the school premises but they ensure medical support if or when needed in the pool.
The pool is run by a Teacher trained in the Halliwick Concept, a pool co-ordinator who is
qualified in the field of swimming therapy and is a trainee lecturer and another team member
who is also trained. The pool team has made it possible for every class to use the pool
every day through a time-table and above all to integrate the curriculum in each activity.
A lesson plan is produced weekly together with the class teacher and the pool co-ordinator
to ensure the implementation of the curriculum. During pool sessions we have been to the
Australian Coral Reef with our young adults and to Space exploring bubbles and balloons
with our younger group.
The pool is the perfect place to promote socialization and a
stimulating environment. Literacy, Numeracy and Music take place in the pool.
Through individual support our students may experience close proximity with their peers
and be free from any orthotic equipment that they may need to wear every day.
We share this resource with other schools. Students come from mainstream schools and join peers of
their own age. As stated earlier, the Halliwick concept has a ten point programme; number
one being Mental Adjustment. This begins when entering the pool, changing in swim suits
and then having the pool session itself. The showering and changing part at the end are
considered most important because the process of social skills is included. The texture of
sponges, face cloths, bubble bath, and shampoo
...are part and parcel of the unique
situation.
In the pool area, a Hammet Bath is also available. This helps students to relax and benefit
from hydro massage. Jets that have a directional nozzle flow may be programmed to select
stimulus to suit individual needs. Besides this hydrotherapeutic effect, the Hammet Bed or
rather Bath, facilitates showering and rinsing after a wonderful session in the pool.
The Hydrotherapy pool together with the “Hammet Bed” are valuable resources that enrich our
services and give a better quality of life to all our students.
This room provides a controlled environment where students of all ages can work towards
learning and developing skills. These skills range from physical, fine motor skills, such
as grasping, holding or reaching out, to gross motor skills, such as head control or
standing. Communication and social skills are also targeted through encouraging vocalisation
and turn taking. The use of symbols, Objects of reference, signing and A.A.C. systems, in
the Multi Sensory room environment is encouraged. Cognitive skills which one can work on are
vast and can start from simply focusing and showing awareness of experiences, to intentionally
activating lights, music or toys by using an accessible switch.
The room offers a range of resources that enhance learning and stimulation through the different senses;
- Auditory stimuli, such as chimes, tambourines, drums and shakers, together with a complete Hi-Fi system.
- Visual stimuli such as running lights, disco balls, mirror balls and bubble tubes, UV lights, a projector, sound activated light systems and optic fibre lights.
- Tactile stimuli such as vibrating pillow, textured balls and tactile boards.
- Vestibular stimuli such as vibrating mats, Swiss balls and a hammock are also found in the Multi Sensory Room.
The room is always kept at a pleasant room temperature and a burner with scented wax
is kept burning to provide an olfactory cue to stimulate the Olfactory sense, especially
for those students with dual sensory impairment. The room can be darkened so as to
encourage students to focus on one object and eliminate background clutter, although there
are always backlights and the room is never in pitch darkness.
Switching Skills are developed in the Multi Sensory room and then transferred to other
environments such as to an ICT environment in the ICT room or in the classroom.
Students are encouraged to develop contingency awareness and to understand the concept of
cause and effect through switching. Students have a switch access method identified and a
particular switch most suited to their needs mounted for their use, like for instance by
their arm, hand, head or other parts of their body. Switching is practised with a variety
of stimuli in the Multi Sensory room.
These include light, music, vibration, fans, and using
battery operated toys such as cars and dolls.
The same access method, the same switch and
its positioning, are maintained in all other environments, being it the ICT room or the
classroom.
Upon starting to use the Multi Sensory room all students undergo an assessment
where their individual needs are recognised. All students also have a yearly I.E.P. where
their educational targets are set for that scholastic year. A Multi Sensory Programme is
then tailor made upon the I.E.P. targets and the Multi Sensory Assessment. This
programme is reviewed at the end of the scholastic year, when an annual report is issued.
An Information Communication Technology (ICT) room is equipped with latest technological
equipment. Hardware such a touch screen, Intellikeys, different switches and track balls
or joysticks, are available. Students always use their identified access method, or practise
on new access methods as needed.
Software ranges from curriculum related programmes, to communication software. All students
have an I.C.T. programme based to their I.E.P. targets and their communication needs.
Thus the ICT room covers both cognitive and communicative areas of development. ICT sessions are carried out once weekly with individual students, class teachers are
encouraged to attend and reinforce skills in class. Speech and Language Pathologists also
act as consultants to staff working with students on ICT and communication programmes.
The school also boasts of an Opti Music machine and Opti Music portable trolley for classroom use.
This piece of equipment can be described as having a sound to light response.
It operates on many levels and can be programmed to enhance curricular topics, such as literacy.
Its visual and auditory stimuli can reach students of different age groups and abilities.
Software ranges from curriculum related programmes, to communication software. The ICT room covers both cognitive and communicative areas of development.
ICT sessions are carried out once weekly with individual students, class teachers are
encouraged to attend and reinforce skills in class. Speech and Language Pathologists also
act as consultants to staff working with students on ICT and communication programmes.
Pupils are transported to and from centre and are escorted by members of staff.
Specialised vans called tail-lift vans are used to transport our pupils as they travel in their wheelchairs or
buggies.
The school is equipped with hoists and slings so that students who need to be
lifted can be transferred safely from one place to another The school has two assistant care workers who help
the staff in the lifting and handling of pupils.
The Hydrotherapy Pool is a valuable resource at San Miguel. It is a ten by five metres pool
with two depth levels of 1.25 and 1.50 metres of water. The pool is monitored daily to
verify correct chemical readings and testing. 
In the pool area, a Hammet Bath is also available. This helps students to relax and benefit
from hydro massage. Jets that have a directional nozzle flow may be programmed to select
stimulus to suit individual needs. Besides this hydrotherapeutic effect, the Hammet Bed or
rather Bath, facilitates showering and rinsing after a wonderful session in the pool. 
This room provides a controlled environment where students of all ages can work towards
learning and developing skills. These skills range from physical, fine motor skills, such
as grasping, holding or reaching out, to gross motor skills, such as head control or
standing. Communication and social skills are also targeted through encouraging vocalisation
and turn taking. The use of symbols, Objects of reference, signing and A.A.C. systems, in
the Multi Sensory room environment is encouraged. Cognitive skills which one can work on are
vast and can start from simply focusing and showing awareness of experiences, to intentionally
activating lights, music or toys by using an accessible switch.
Switching Skills are developed in the Multi Sensory room and then transferred to other
environments such as to an ICT environment in the ICT room or in the classroom.
Students are encouraged to develop contingency awareness and to understand the concept of
cause and effect through switching. Students have a switch access method identified and a
particular switch most suited to their needs mounted for their use, like for instance by
their arm, hand, head or other parts of their body. Switching is practised with a variety
of stimuli in the Multi Sensory room.
These include light, music, vibration, fans, and using
battery operated toys such as cars and dolls.
An Information Communication Technology (ICT) room is equipped with latest technological
equipment. Hardware such a touch screen, Intellikeys, different switches and track balls
or joysticks, are available. Students always use their identified access method, or practise
on new access methods as needed.
The school also boasts of an Opti Music machine and Opti Music portable trolley for classroom use.
This piece of equipment can be described as having a sound to light response.
It operates on many levels and can be programmed to enhance curricular topics, such as literacy.
Its visual and auditory stimuli can reach students of different age groups and abilities.
Pupils are transported to and from centre and are escorted by members of staff.
Specialised vans called tail-lift vans are used to transport our pupils as they travel in their wheelchairs or
buggies.
The school is equipped with hoists and slings so that students who need to be
lifted can be transferred safely from one place to another The school has two assistant care workers who help
the staff in the lifting and handling of pupils.