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The junior and senior high
school learning disabilities programs and the elementary
language enhancement program are designed to help students with
language and processing difficulties develop increased
communicative and linguistic competence in environments which
address individual learning styles
while fostering self-esteem.
School Details:
Elementary Program
At South Elementary in Hingham
- new location
Hours: TBD
Calendar |
Lunch Menu
Intermediate
Program (grades 7-8)
At Chapman Middle School
Weymouth
- new location
Hours: TBD
Calendar |
Lunch Menu
Secondary Program (grades 9-12)
At Braintree High School
Hours: TBD
Calendar |
Lunch Menu
Contact:
Maryellen Pambookian
Program Director
Language Enhancement Programs and
Learning Disabilities Programs
90 Industrial Park Road, Hingham, MA 02043
781-749-7518, ext 150
Maryellen
received her Ph.D. in School Psychology from the University
of Kansas in 1992. She also has an MS in Clinical Psychology
and a M.Ed. in Special Education Administration. She is a
certified Special Education Administrator and School
Psychologist. Maryellen has been working with the Language
Enhancement/Learning Disabilities Programs since 1994.
Petra Platt
M.Ed.
Assistant Director/
Transition Coordinator
Petra has been a certified teacher for the SSEC since 1998
and has been the Assistant Director since 2002. She has a
Master’s degree in moderate special needs education and a
Master’s degree in secondary curriculum and instruction. She
also holds the Special Education Administrator license.
Petra has completed her classes for an Ed.D. in Educational
Leadership from Northeastern University and is currently
working on her doctoral thesis on transition.
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Services Offered
 The
Elementary, Intermediate, and Secondary Language Enhancement
Programs are comprehensive language-based programs that
educate students with severe learning and language issues.
Our students typically have diagnoses of Asperger's
Syndrome, Non Verbal Learning Disability, Dyslexia, ADHD,
and Specific Learning Disability and often have other
related learning issues. They are students who have
typically struggled in fully mainstreamed settings because
of their unique learning needs. Our programs strive to meet
students’ needs by providing comprehensive services.
Academics
Each
program is located in an age-appropriate public school
building in a local school district which allows students to
access mainstream classes and social integration
opportunities when appropriate. The small class sizes create
a low student-teacher ratio, which allows students to
progress at their own pace. Our curricula are based on the
Massachusetts Curriculum Frameworks although teachers modify
the pacing and presentation to reflect language-based
education principles. Students develop academic content
knowledge and skills in all subject areas, study and
organization skills, and receptive and expressive language
skills. Program staff members are trained in strategic
writing and reading programs and have incorporated those
principles into their instruction. Students receive
occupational therapy, physical therapy, counseling, and
speech and language therapy based on their individual needs.
Social Skills
 Program
staff members include Speech and Language Therapists and
mental health professionals who work closely with students
to develop students’ social language skills. Program staff
members reinforce the students’ learning throughout the
school day. Staff members are trained in many techniques to
increase social language skills.
Emotional Support
Mental
health professionals in each program provide students with
individual and/or group counseling as needed. The mental
health staff frequently communicates with outside treatment
providers such as physicians, family counselors, and
therapists.
Assistive
Technology, Occupational and Physical Therapy
 A
member of the SSEC Assistive Technology Team consults with
each program to improve students’ skills with assistive
technology and to assist teachers as they incorporate the
appropriate technological tools to help students gain access
to the curriculum. Students receive services from
Occupational and Physical Therapists in either an inclass or
pullout model. AT, OT and PT personel also support staff
members in integrating principles into the daily curriculum.
Transition
Planning
 Students
formally begin transition planning at age fourteen although
each program begins this process earlier by helping students
develop self-determination and self-advocacy skills. Using
those skills, students develop transition plans articulating
their strengths, needs, and interests in post-secondary
education, employment, community engagement, and independent
living. Our Assistant Director, Petra Platt, coordinates the
transition process through the Learning Strategies classes
and individually by engaging students in person-centered
planning activities. She works closely with students,
families, outside agencies, and other staff members to help
students achieve their transition goals.
Suggested Resources
LD
On Line
Asperger's Association of N.E.
National Resource Center on ADHD
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