1. Communication
Student Education is a partnership between home and
Support school. We value parent involvement at every
level and encourage you to partner with us. In
Social goals are addressed order for this partnership to
be effective, we need to be
through social skills groups.
able to communicate.
Relationship-building skills
are fostered and
individualized objectives are
Please feel free to call, write
a note, or email us if you
have concerns or questions.
Hope
taught. We are always available to schedule a conference
Communication
to discuss any issue or concern you may have
regarding your child.
HUGS Phone: (718) 423-8395 ext. 2331
Understanding
Growth
development is fostered by
teaching comprehension . All
lessons are highly Debbie Schussel Special Ed teacher
E-mail- Dschuss@schools.nyc.gov
individualized, and goals
are monitored and revised as
needed.
Marisa Sanfilippo Social Worker
Success
E-mail- MSanfilippo2@schools.nyc.gov
Behavior management
and self –regulation goals
are addressed by finding Julie Marti Speech Pathologist
reduction methods, which will E-mail- Jmarti@schools.nyc.gov
work to replace challenging
behaviors with more socially
acceptable functional skills.
Jamie Kremin Occupational Therapist
E-mail- JKremin@schools.nyc.gov
64-45 218 Street
Bayside, N.Y. 11364
Phone:(718)423-8395 Fax:(718)423-8472
Claire Haines Occupational Therapist
E-mail- Chaines@schools.nyc.gov Marsha E. Goldberg, Principal
Stamo Karalazarides, Assistant Principal
schools.nyc.gov/SchoolPortals/26/Q046
2. Intervention Services for
Who is the HUGS Student?
Our Mission HUGS Students:
Individual sessions are The HUGS student has
offered for learners who special needs in the areas
benefit from 1:1 instruction. of social, communication,
Group sessions are for and behavioral skills.
learners who benefit from Learners with these
receiving social skills challenges will benefit
instruction. Students are from the HUGS service.
To provide support to grouped according to age and Social challenges can affect a
students in order to individual needs. child’s ability to form
enjoyable relationships with
foster their full potential
Consultative support is others. The child may have
in an inclusive setting. difficulty with reading body
provided to the teachers,
Comprehensive support language, understanding
related service personnel,
is provided through a social cues, and with
parents and paraprofessionals regulating emotional
collaborative team
in order to ensure consistency responses.
approach, in order to
of individualized goals. Communication challenges
address each child’s
can range from mild to
unique needs. Lunch Bunch is an
severe. Children may have
opportunity for HUGS students difficulty with effective self
to meet with their peers expression of needs and
during a portion of their lunch thoughts. They may have
academic challenges in
period. Students interact reading comprehension,
through conversation and understanding abstract
game play. language, and the flow of
thoughts when writing.
Team meetings and parent
Behavioral challenges affect
support group facilitate children’s interests, self-
collaboration and consistency. regulation, flexibility and their
participation in activities.
