72 DECEMBER 2024 | THE FOREIGN SERVICE JOURNAL EDUCATION SUPPLEMENT can be a daunting endeavor. Many factors come into play: everything from the size of the school to the course offerings, whether there is an orchestra or volleyball team, and if the student culture is welcoming. If your child has specific behavioral, social, emotional, or educational needs, and you want to find out which schools overseas can meet these needs, connect with the regional education officers (REOs) in the Office of Overseas Schools. REOs have decades of experience as educators and administrators in international schools and maintain close working relationships with the school directors at the Department of State’s assisted schools. Also check with the Child and Family Program (CFP) at the Bureau of Medical Services, as they determine eligibility and provide authorization for the Special Needs Education Allowance (SNEA). If you are transitioning back to the D.C. area, the GCLO report “Bouncing Back: Transition and Re-entry Planning for the Parents of Foreign Service Youth” can help you guide your children through this process. If you have questions about dual immersion language programs or need to know which public schools offer the International Baccalaureate (IB) program, take a look at the resources listed on GCLO’s website. The coordinators of the District of Columbia, Maryland, and Virginia (DMV) public school student registration offices understand the challenges that highly mobile families face and can be helpful when navigating the registration process. GCLO meets with and maintains a list of those contacts in its annual School Enrollment Guidance checklist; contact GCLOAskEducation@state.gov to request the list. Supporting children during transitions from school to school and post to post can be a daunting endeavor. (Continues on page 78)
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