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Articles and Editorials

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Articles in the 2009 Edition

A ROBUST BOARDING AND DAY PROGRAM UNDER ONE ROOF
Elizabeth Cromwell Speers, Ethel Walker School, Simsbury, CT
A global and well-rounded educational experience

GERMAN BOARDING SCHOOLS FOR INTERNATIONAL STUDENTS
Prof. Dr. Dr. Eva Marie Haberfellner, Schule Schloss Salem, Salem, Germany
A privileged educational environment where lifelong friendships develop

INDEPENDENT SCHOOLS DESIGNED FOR STUDENTS WITH LEARNING DIFFERENCES
Benjamin N. Powers, Kildonan School, Amenia, NY
The best solution for the right educational fit

PARENTS AND TEACHERS: IS THERE TOO MUCH TECHNOLOGY IN MIDDLE SCHOOL OR NOT ENOUGH?
David Z. Beecher, Hillside School, Marlborough, MA
Working together to make appropriate use of the best technological options

SUMMER ACADEMIC ENRICHMENT: BRIDGING THE GAP BETWEEN JUNE AND SEPTEMBER
Michael C. Costello, Randolph-Macon Academy, Front Royal, VA
There is value in "keeping their brains in the fast lane"

THE ADOPTED CHILD AND THE SMALL BOARDING SCHOOL
Ayanna Hill-Gill, Purnell School, Pottersville, NJ
An appropriate academic answer to life-long challenge

THE ARTS INFLUENCE: BRIDGING THE EDUCATION GAP FOR STUDENTS WITH LEARNING DIFFERENCES
Maryann Campbell, Glenholme School, Washington, CT
An opportunity to enhance interpersonal skills, strengthen the ability to read and use body language, and develop socially appropriate manners

THE BENEFITS OF A SMALL BOARDING SCHOOL: AN ESSAY FROM THE ALUMNI/FACULTY PERSPECTIVE
M. Bradley Rogers, Jr., Gow School, South Wales, NY
Knowing firsthand about the small boarding school they attended and where they now work can help the current student meet with success

THE INTERNATIONAL ASSIGNMENT
Malcolm J. Kay, ACS International Schools, Cobham, Surrey, England
An opportunity laden with potential gains if accepted, significant losses if not accepted

THE ROLE OF PRIVATE RESIDENTIAL EDUCATION FOR STUDENTS WITH AUTISM AND SEVERE PROBLEM BEHAVIOR
Dr. Stephen C. Luce, Melmark, Berwyn, PA
Providing children and young people with levels of support not attainable in public schools

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