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As educators of students with exceptionalities, The Craig School celebrates students’ strengths and competencies, acknowledges that students sometimes learn differently than their peers, and provides a thorough, well-rounded, robust educational program suited to their unique challenges and strengths. 

This blog is both a celebration of students with exceptionalities as well as a resource for parents, educators, and maybe even our students themselves, to learn a bit more about programs, services, and research specific to students in grades 2-12 with language-based learning disabilities.
The Craig School: a trusted partner in the development of social-emotional skills
By Jennifer Guthrie Director of The Lower and Middle School SEL has become a standard term in education over the last few years, but what is it really? Why has there been such a push? Is it important for a school to include SEL education? The Craig School’s mission is to provide to our students a […]
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Discover The Craig School’s unique approach to high school education for students with learning disabilities
At Craig High School, a specialized college prep program for high school students with learning disabilities, students learn executive functioning skills and are immersed in cross-curricular strategic approaches that allow them to manage their learning and ultimately become the independent learners they are capable of and will need to be to navigate the post-secondary world. […]
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Dyslexia- Visuospatial Awareness
Dear Community,  Continuing our series spotlighting Dyslexia Awareness Month, one strength of our dyslexic learners is highlighted today, visuospatial awareness. Beginning with the work of Dr. Samuel T. Orton (1925), to neurologist Noman Geschwind (1982), to dyslexia scholars today (Eide & Eide, 2012; Shaywitz, 2016; Wolf, 2020), dyslexia has long been associated with visual-spatial strengths; […]
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Dyslexia
Dear Community,  October is known worldwide as Dyslexia Awareness month and as such this letter highlights a particular student profile that is near and dear to my heart as I have seen over the last two and a half decades working with students who learn differently. These students frequently are overlooked in traditional schools when […]
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Fluency, the gateway to reading comprehension at The Craig School
Reading comprehension provides a path for our students to identify simple facts presented in texts; make judgments or evaluate the contents of texts; and finally, connect one text to other texts or situations. Simply, reading comprehension allows our students to make meaning from what they read. Structured literacy programs, such as what we provide at […]
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The Importance of STEM Education for Students with Exceptionalities
“[Students with dyslexia]...think differently. They are intuitive and excel at problem solving, seeing the big picture, and simplifying. They feast on visualizing, abstract thinking, and thinking out of the box. They are…inspired visionaries” (Shaywitz, 2003).    These words from Dr. Sally Shaywitz, Co-Founder and Co-Director of the Yale Center for Dyslexia & Creativity and author […]
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R.A.C.E.: A Strategy for Reading and Writing Success
Written By Janet M. Cozine- The Craig School LS/MS Director   One of the most commonly used reading and writing strategies at The Craig School is R.A.C.E., a design that helps our students support their written responses with evidence from the text.  R: Restate the question A: Answer the question C: Cite the text to […]
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“Open a World of Possible…”
  Simply put, books are powerful. They provide opportunities for imagination, discovery, deep thinking and learning, and may even lead to truly transformative experiences. Our students have a complex history with the power of the printed word. For some, the frustration is so palpable that books begin to be viewed as a roadblock they wish […]
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The Craig School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate based on race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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