Hudson Valley Parent

HVP March 2020

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16 Hudson Valley Parent n March 2020 level is much better, he volunteers in class to answer questions and to read even though he's still not a great reader," she said. Scott feels the approach helps her son stay on course academically, alongside his typical peers. "This program is great for him because he still does the work the other kids do, the teachers just modify it a little, so he understands it better," she said. Every child has a unique set of needs and not every program works for every child. These are just a few of programs available to students in the region. No matter which one is chosen, no doubt, you will leave no stone unturned gathering the details. Hover your phone's camera here to link to schools in the region that meet the various needs of kids with special challenges. Roxanne Ferber is a mom of twins, blogger and freelance writer in Ulster County. She is a former service coordinator and advocates for families with different needs. setting. "If you can't meet a child's emotional needs, they can't show up academically," she said. Most classrooms have approxi- mately 12 students with or without a special education IEP. Students can remain in the school long-term or return to their designated school once they feel confident to return. "We see attendance increase once kids begin here," said Georgiou. "They may not have wanted to get out of bed to attend their last school but are happy coming here." One parent in the Red Hook School District in Dutchess County has seen her son's success through a co-teaching inclusion classroom. Rhiannon Scott of Red Hook and mother to Jaxon age 10, credits the co-teaching, integrated classroom for Jaxon's success at school. "Jaxon's grades keep going up, his confidence Students in the Hendrick Hudson School District's Integrated Collaborative Teaching program in Cortlandt Manor, tackle math problems. In addition to academic learning, the program also teaches social, emotional and executive functions skills. INCLUSION PROGRAMS (Continued from Page 15)

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