The Therapeutic Support Program, offered by the Southern Westchester Board of Cooperative Educational Services, is designed for students whose disabilities interfere with their ability to learn in a mainstream classroom with large numbers of students. Students are admitted to the Therapeutic Support Program because they need to develop those social, emotional, and time management skills necessary to successfully function effectively in school.

TSP classes are clustered and located in public school buildings throughout Westchester County. Each classroom cluster is staffed and supervised in a manner to afford students the maximum level of instructional and suport services possible without interfering with district-based programs. In almost all instances, TSP teachers and support personnel are also readily available to assist and team with district staff. TSP classes have no more than eight students. Instruction is provided by the special education teacher and aide in small group and individual settings. The instruction is the educational equivalent to regular classroom instruction, so that the transition of returning to regular classes can be smooth. Full time psychologists work with a maximum of three classes to ensure that each young person receives the therapeutic support necessary in order to develop the skills to function effectivley in a less restictive environment. Students are age appropriate to the buildings they are in. Their academic abilities are on or about grade level.

The Therapeutic Support Program offers a highly structured learning environment in which a strong academic program is provided. Students learn to plan their tasks through a consistent and visible daily activity schedule. The scheduling activity provides students with feedback regarding their behavior as well as with an opportunity to develop problem solving skills.

All subjects are taught in self contained classrooms. The program tries to create many opportunities for students to succeed. The curriculum provided is equivalent to that which the students would receive if they were in their regular classes. Modifications in instruction are made to ensure maximum mastery of skills as well as to build confidence in students and in their ability to succeed.