Craig School New Jersey

Craig School Articles

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.
Craig High offers unique approach to helping teens with learning disabilities and revolutionizes teen education with innovative programs fostering independence and self-confidence.
Written by Dr. Eric Caparulo, Director of The Craig High School What do all parents and their teens have in common besides sharing last names and addresses? Surprisingly, it's high school. It is something that we have all experienced, yet each of us might define it a little differently. As adults, we have our own […]
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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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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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Strategies to Support Working Memory 
At The Craig School, we speak often about our goal to foster independent learners. Part of this process requires a closer examination of our students’ needs and the compensatory strategies, interventions, or instructional strategies central to creating an environment conducive to their most optimal growth. This week, I turn our attention to working memory and […]
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Exploring School Experiences of Teenagers with ADHD for Improved Connection and Learning
Introduction & Rationale Background Teens with ADHD experience greater levels of academic impairment than students without ADHD.  Academic enablers, non-cognitive skills and behaviors, like study skills, engagement, motivation, and interpersonal skills are essential components to optimal academic attainment.  For students with ADHD, these skills tend to be underdeveloped.  This study explored the attitudes, thoughts, and […]
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Bridging the Gap between Capability and Environment: Empowering Learners of All Abilities
Throughout the year, I have written about strengths-based education for students with exceptionalities, the importance of developing a strong sense of self-efficacy and creating safe, nurturing, positive spaces for learning. Each is related to the broader educational implications of our mindset around disability. Something I think about often is how schools would function if rather […]
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Student-Directed Learning: Teacher-Student Relationships and Autonomy-Supported Classrooms
Speaking with a language-arts teacher in our lower and middle school, I was reminded of the importance of responsive and student-focused teaching and learning. She spoke about tapping into students’ interests, watching for how students are connecting to their learning, and finding meaningful moments for cross-curricular teaching all while sharing the bigger picture of learning. […]
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The Benefits of Explicit Instruction: Rethinking the Student v. Teacher-Directed Learning Debate
Over the past decade or so, a divide has widened in educational circles over the impact of teacher-directed versus student-directed learning based on the idea that teacher-directed learning is passive, rather than active and engaged learning, and therefore, not as effective for student achievement and learning. However, viewing the two approaches as distinct and separate […]
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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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