NAPSEC Membership Directory H-M
|
NAPSEC Members
Programs are listed in alphabetical order, letters represent sections of the directory. Member programs that have not returned their profile information do not have an entry in the directory. To visit those programs go to Visit NAPSEC Member Site or click on the website addresses.
|
Product Advertisements
The Educational Register
|
Sections H through M
The Harbour School
1277 Green Holly Drive
Annapolis, MD 21409
Phone: (410) 974-4248
Fax: (410) 757-3722
Contact: Dr. Linda J. Jacobs
Founded: 1982
Joined NAPSEC: 1993
Disabilities Served
Anxiety disorders, Asperger's Syndrome, autism, clinical depression, language disorders, learning disabilities.
Program Description
Highly individualized instructional program providing social, emotional, academic, vocational, and community preparation. High level of technology. Related services include OT, speech, and clinical programs, such as theatre and studio arts and recreational education. Also includes Library of Congress trademarked village program. Strong emphasis on post-secondary education and full employment. Related services include speech and language, and clinical, occupational, and physical therapy.
Other Location
11257 Dolfield Boulevard, Owings Mills, MD 21117, Phone (443) 394-3760, Fax (443) 394-3765.
Program Profile
Students - Coed
Age Range Served - 6-21
Age at Admission - Rolling admission. Must be at least 6 years old by December 31.
I.Q. Range Served - 70-125
Program - Day, 11-month
Staff/Pupil Ratio - 1:4
Length of Program - 200 days
Enrollment - 272
Admission Procedures
- Parent meeting with Program Director
- Review of application materials by admission team
- Three-day visit by prospective student
Accreditation
Maryland State Department of Education
Funding Approval
Maryland State Department of Education, local school system, and private funding.
|
Hawkswood School
270 Industrial Way West
Eatontown, NJ 07724
Phone: (732) 542-2525
Fax: (732) 676-7930
Contact: Vincent J. Renda, Executive Director
Founded: 1976
Joined NAPSEC: 1993
Disabilities Served
Moderate to severe developmental disabilities, autism spectrum disorders, multiple disabilities and challenging behaviors.
Program Description
Hawkswood School, formerly School for Children, is a fully approved, private school in Eatontown, New Jersey, providing special education services and supports to students with disabilities.
Our name is inspired by the graceful red-tailed hawks that soar above the preserved forests framing our campus. Their patient, watchful nature and keen vision serve as a daily reminder to take time to notice what others might miss.
We provide a comprehensive, individualized education designed to allow each one of our students to become empowered, fully self-expressed, productive, and contributing members of their families and communities.
Our respect for the children we serve and their families is evident everywhere, and in everything we do.
We offer:
- Pre-K Services
- A Unique Autism Program
- Services for Students with Global Developmental Delays and Multiple Disabilities
- Services for Students with Multiple Disabilities and Challenging Behavior
- Services for Young Adolescents
- A Transition-Oriented High School Program
- Extended School Year Services
- In-home Support Services
Hawkswood School works in close collaboration with the Lifework Program. Lifework serves transitioning students and young adults who have completed high school, and provides opportunities for employment, and income. Lifework provides on-site training, behavioral support and advocacy for students who are employees or interns with a variety of local businesses.
Hawkswood School also collaborates with Family Resource Association, Inc. of Monmouth County (FRA). FRA provides an array of lifespan services and supports to children, young adults and adults with disabilities and their families designed to help them develop community connections, increase independence and empower people with disabilities to reach their greatest level of personal achievement.
Program Profile
Students - Coed
Age Range Served - 3-21
Age at Admission - 3-20
I.Q. Range Served - All
Program - Day, Summer
Staff/Pupil Ratio - 1:2, 1:3
Length of Program - 210 days
Enrollment - 150
Admission Procedures
- We believe the best decisions are those made by a team - with the parents as an equal participant.
- Students are typically referred by their local school district's Child Study Team.
- The process of admission begins when the local public school district sends student records, including the most recent evaluations and the student's IEP. The student, parent(s) and case manager are then invited to visit Hawkswood School to observe the most appropriate class, given the student's age and social-educational needs. At Hawkswood, we never screen a student out based on school records.
- Admission to Hawkswood is a collaborative process in which the parent, the local school district and Hawkswood staff discuss the unique needs of the student and determine how the program at Hawkswood might meet those needs. Consensus about admissions is generally reached within 24 hours.
- Child Study Team and parent visits to see the school program are scheduled throughout the year.
Accreditation
N/A.
Funding Approval
New Jersey Department of Education.
|
High Point School of Bergen County
46 Spring Street
Lodi, NJ 07644
Phone: (973) 574-0344
Fax: (973) 574-0334
Director: Cindy Pulido
Contact: Michael Kaufman
Founded: 1998
Joined NAPSEC:
Disabilities Served
Program Description
Program Profile
Students - Coed
Age Range Served - 10-21
Age at Admission -
I.Q. Range Served -
Program - Day and ESY
Staff/Pupil Ratio - 2:1
Length of Program - 180 Days
Enrollment - 30
Admission Procedures
Accreditation
Funding Approval
|
Hillcrest Educational Centers
788 South Street
Pittsfield, MA 01201
Phone: (413) 449-7924
Fax: (413) 442-4677
Contact: Gerard E. Burke, President & CEO
Founded: 1985
Joined NAPSEC: 1995
Disabilities Served
Asperger's syndrome, fire-setting, autism, attention deficit disorder, behavior disorder, developmentally disabled, emotionally disturbed, juvenile offender, language impaired, learning disabled, mentally ill, traumatic brain injury, bipolar, oppositional behaviors, school adjustment disorders, aggression, hyperactivity, anxiety disorder, cognitive disorder, conduct disorder, mood disorder, obsessive-compulsive disorder, posttraumatic stress disorder, separation anxiety disorder, multiple disabilities, depression, physically/emotionally abused, juvenile offender, sexually abused, juvenile offender, sexually abused, Tourette's syndrome.
Program Description
Hillcrest Center specializes in the treatment of boys and girls with a variety of severe behavioral problems such as: aggression, self-abuse, fire setting, and sexually reactive behaviors. Clients at the Center typically are stepping down from psychiatric hospitals or laterally from other residential programs. An Intensive Treatment Unit "ITU" specializes in the treatment of boys & girls (6-18) with severe behavioral and emotional problems. The ITU may be utilizes as: 1. Crisis management for children currently in our care 2. Assessment of outside children prior to placement at one of our other programs, and; 3. Evaluation purposes (fire setter, educational, psychosexual, etc.)
Program Profile
Students - Coed
Age Range Served - 6-21
Age at Admission - 18
I.Q. Range Served - 60 and above; below 60 will be considered on a case-by-case basis
Program - Residential
Staff/Pupil Ratio - Academic - 1:1, Residential - 1:1, Overnight - 1:2
Length of Program - 270-365
Enrollment - 103
Admission Procedures
To refer a child, please provide the following: psychosocial history; current psychiatric write-up (with diagnosis); current psychological evaluation; current IEP; education history, fire setting evaluation (if applicable); medical history and any information pertinent to the child's case. Once a child has been accepted to Hillcrest, acceptance letter/admissions packet will be sent to agency/legal guardian to be completed. Paperwork and interstate compact approval (if child is from out-of-state) must be received by Admissions Department prior to child's intake.
Accreditation
JCAHO
Funding Approval
State Agencies, Counties, School Districts, Private Pay at times.
|
|
HollyDELL School
610 Hollydell Drive
Hurffville, NJ 08080
Phone: (856) 582-5151
Fax: (856) 582-5055
Web:
www.hollydell.org

Contact: Gracanne Ryan
Founded: 1951
Joined NAPSEC: 1993
Disabilities Served
Multiple disabilities, autism, physical challenges, medical challenged, developmental delays.
Program Description
Established in 1951 by a group of caring and dedicated parents, HollyDELL (formerly the Cerebral Palsy Center of Gloucester and Salem Counties, Inc.) began as a labor of love in the garage of a Woodbury, New Jersey dentist. The goal of HollyDELL is to provide a safe, secure environment where learning is a life long process, leading to as much functional independence as possible. Our mission is based on the belief that all students need a form of mobility, a means to communicate, and access to information and the environment. We are committed to providing small class settings that provide our individuals with educational and therapeutic programs geared specifically to their abilities. Our adult programs provide the clients with opportunities to experience the diverse aspects of life through the direct involvement in the community. Our days are full of activities that incorporate cognitive, medical and physical needs in a nurturing atmosphere based on the individual's academic, therapeutic lifelong desires in a joyful and dedicated manner. Nursing services are integral to all of our programs.
Program Profile
Students - Coed
Age Range Served - 3 through adult
Age at Admission - Varied
I.Q. Range Served - Varied
Program - Day
Staff/Pupil Ratio - 3:1
Length of Program - 215 days
Enrollment - 150
Admission Procedures
Please contact the School Director or the Adult Programs Director for admission to one of our programs.
Accreditation
N/A.
Funding Approval
New Jersey State Department of Education.
|
Holmstead School
14 Hope Street
Ridgewood, NJ 07450
Phone: (201) 447-1696
Fax: (201) 447-4608
Web:
www.holmstead.org

Contact: Patricia G. Whitehead, Executive Director
Founded: 1970
Joined NAPSEC: 1986
Disabilities Served
Adolescents with emotional disturbances.
Program Description
The Holmstead School provides an educational and therapeutic milieu, emphasizing innovative and flexible education for bright adolescents who need to be challenged in order to change their motivation and performance. Students at The Holmstead School who achieve both academic success and behavioral growth are encouraged to remain in the program through their senior year. At that time, diplomas are issued by the sending district, and certificates of completion are issued by The Holmstead School.
Program Profile
Students - Coed
Age Range Served - 13-18
Age at Admission - 13-18
I.Q. Range Served - Average and up
Program - Day
Staff/Pupil Ratio - 1:8
Length of Program - variable 2 - 5 years
Enrollment - 75
Admission Procedures
Referrals through child study team representing local public school sending district.
Accreditation
N/A.
Funding Approval
New Jersey State Department of Education.
|
Honor Ridge Academy
342 Madison Hill Road
Clark, NJ 07066
Clark, NJ 07066
Phone: (732) 827-5885
Fax: (732) 827-5456
Web: www.
honorridge.org

Contact: Ryan Kimmins, Director
Email: rkimmins@honorridge.org
Founded: 1971
Joined NAPSEC: 2019
Disabilities Served
Social, emotional, behavioral, and learning disabilities
Program Description
Honor Ridge Academy, formerly Somerset Hills, was established in 1971 as an approved therapeutic, private day school for multiply disabled students. Students' classifications include emotionally disturbed, cognitive impairment; mild to moderate, specific learning disabilities; mild to severe and mild autism spectrum. Our treatment program utilizes an integrated approach in which students receive the necessary support to gain new skills, increase self-esteem, and learn acceptable ways of behaving emotionally and socially. The academic program adheres to the IEP and provides an intensive plan geared toward the student’s functional level, behavior, and learning style. For those with specific language disabilities, the Orton-Gillingham approach is available by trained teachers. Additionally, we have Science, Art, Music, Drama, and Cooking Classes, as well as, transitional services, and an Inter-Scholastic sports program. All related services are available in both 10 months and extended school year option (ESY). These include: Nursing, OT, Speech, Individual and Family Counseling. Consults with our Psychiatrist and medication monitoring are available by parental/guardian request.
Program Profile
Students - Coed
Age Range Served - 5-21
Age at Admission - 5-21
I.Q. Range Served - Borderline - Superior
Program - Day with ESY Option
Staff/Pupil Ratio - 4:11
Length of Program - 213 Days
Enrollment - 100
Total Capacity - 110
Total Number Of Staff Employed - 76
Admission Procedures
- Send records to Skemp@honorridge.org or call Honor Ridge Academy to inquire if there is an opening.
- Set-up a meet and greet with parent/s or guardian, student and Child Study Team case manager.
- If the decision is to accept placement, the case manager would request an acceptance letter from Honor Ridge Academy.
- Parent/s Guardian are required to complete an acceptance packet from Honor Ridge Academy, which must be received completed in its entirety, two days prior to start date.
- Parent/Guardian must provide an up-to date Immunization record and physical. If playing sports, then a sport’s physical form must be completed prior to start date.
- The student cannot start unless all documents are up-to date and approved receipt by the Principal.
- Set-up a meet and greet with parent/s or guardian, student and Child Study Team case manager.
- If the decision is to accept placement, the case manager would request an acceptance letter from Honor Ridge Academy.
- Parent/s Guardian are required to complete an acceptance packet from Honor Ridge Academy, which must be received completed in its entirety, two days prior to start date.
- Parent/Guardian must provide an up-to date Immunization record and physical. If playing sports, then a sport’s physical form must be completed prior to start date.
- The student cannot start unless all documents are up-to date and approved receipt by the Principal.
Accreditation
New Jersey Department of Education and Middle States
Funding Approval
New Jersey State Department of Education.
|
Horizon High School
Division of Cerebral Palsy of North Jersey
71-77 Okner Parkway
Livingstone, NJ 07039
Phone: (973) 535-1999
Fax: (973) 535-1268
Contact: Christopher Lynch
Founded: 1953
Joined NAPSEC: 2004
Disabilities Served
Students with traumatic brain injury, genetic disorders, seizure disorders, cerebral palsy, developmental disorders, the autism spectrum and medically fragile
Program Description
Horizon High School is an 11.5-month program with a full day of functional learning to support the academics program based on the NJ Core Curriculum Content Standards. Breakfast and lunch programs are offered on-site based on the nutritional standards set by the State of New Jersey. Students are provided with not only the academic program, but also with physical, occupational and speech therapies services supported by an aquatic therapy program, fitness program, Yoga for students with special needs, Job Coaching to 15 off-site locations in the Essex County area and job site opportunities within the school setting. Students change classes for English, Math, Science, Social Studies, Life Skills, Visual and Performing Arts, World Culture, Dance and Drama and Adaptive Physical Education. Support Services are also offered through the Behavior Department with a Behavior Specialist, a part-time social worker, an Augmentative Communication Specialist, a Food Services Coordinator, a Durable Medical Equipment Specialist and a Nursing Department. Clinics are held throughout the year and include a Physiatrist Clinic, Pediatric Neuro-developmental Clinic, Dental Clinic, Dental Hygiene Clinic, Eye Clinic and Eye Glass Clinic. In addition to the support programs, monthly events such as a Harvest Festival, Thanksgiving Luncheon, Volleyball competition, Basketball competition, holiday dances, field day and participation in Special Olympics provide social opportunities for students. Lastly, students engage in the following clubs on a monthly basis: Yearbook, the Horizon Café (a snack restaurant), Game Club, Sensory Club, Student Council, Tech Club, Newspaper Club, Science Club and Art/Dance Club. The High School also has three wheelchair accessible vans that are used for field trips and job coach sampling. HHS has a very active Parent-Teacher-Therapy Association (PTTA) which helps with fundraising to support the program.
Program Profile
Students - Coed
Age Range Served - 14-21
Age at Admission - 14
I.Q. Range Served - All
Program - Day, Summer
Staff/Pupil Ratio - 3:1
Length of Program - 210
Enrollment - 82
Admission Procedures
Students are admitted in the following manner: A parent or school district will call the Administrative Offices of Horizon High School to tour the program. The district sends records to the Principal. Once the files are reviewed, an Intake appointment is set up for the student, family and the district representative to come to Horizon High School for a review of the needs of the student, a formal meeting with the Principal, School Nurse, therapists and a special education teacher. The family and district case manager will discuss and answer a series of questions in order to assess what it is that the family wants and how the program can meet the student’s needs. The student is separated from the family for an observational assessment with the therapists and teacher. Once this part of the process is completed, the Intake Team meets to discuss if Horizon High School can meet the Individualized Education Plan for the student. The district is notified, a letter of acceptance and a contract are sent to the district and once transportation arrangements are made, the student starts in the program.
Accreditation
Middle States Association for Schools and Colleges, Commission on the Accreditation of Rehabilitative Facilities.
Funding Approval
Local school districts.
|
Hunterdon Preparatory School
11 Spencer Lane
Annandale, NJ 08801
Phone: (908) 832-7200
Fax: (908) 832-9772
Contact: Toby Ray Loyd
Founded: 1975
Joined NAPSEC: 1984
Disabilities Served
Anxiety, depression, school avoidance, bi-polar, visual and auditory processing, ADHD, asperger's syndrome.
Program Description
The Hunterdon Preparatory School (formerly the Hunterdon Learning Center) is a private day school that has been serving NJ families for nearly 40 years. Our program combines carefully designed counseling and social learning experiences with innovative academic, music, arts and outdoor education instruction to promote social growth and academic success. The school creates a supportive environment based on mutual respect and requires everyone to share responsibility for maintaining a healthy and safe learning community. Teachers, administrators and counselors work as a team to help students develop personal accountability and raise students' confidence in their ability to succeed.
Program Profile
Students - Coed
Age Range Served - 12-18
Age at Admission - Varies
I.Q. Range Served - N/A
Program - Day, Summer
Staff/Pupil Ratio - 1:9
Length of Program - 10 month program - 180 Days, Summer Extended School Year - 30 Days
Enrollment - 65
Admission Procedures
Students who will be attending the Hunterdon Learning Center have been recommended and referred for private school placement by the student's local school district. It is required that the referring agency submit a complete portfolio of data and information with the application of each student it is considering for placement at the school.
Accreditation
Middle States Association of Colleges and Schools.
Funding Approval
New Jersey Department of Education.
Illinois Center for Autism
548 South Ruby Lane
Fairview Heights, IL 62208
Phone: (618) 398-7500
Fax: (618) 394-9869
Contact: Troy Metheney
Founded: 1977
Joined NAPSEC: 1984
Disabilities Served
Autism.
Program Description
The Illinois Center for Autism (ICA) is a non-profit community-based mental health treatment and educational center dedicated to serving persons with autism. Referrals are made through local school districts, hospitals, regional special education centers, and doctors. The ICA is approved by the Illinois State Board of Education and the Illinois Department of Mental Health and Developmental Disabilities.
The ICA provides the following services: behavior modification therapy; Art Therapy; Music Therapy; Adaptive Physical Education; simultaneous language therapy; speech therapy; individualized rehabilitation programs; parent/family services; and case coordination. Training in behavior modification and sign language is provided for all ICA staff, parents, paraprofessionals, and professionals in the mental health/education field. Transitional Employment training is provided for all clients aged 14 and over.
Program Profile
Students - Coed
Age Range Served - 3-21
Age at Admission - Varies
I.Q. Range Served - All ranges
Program - Day-Year Round
Staff/Pupil Ratio - 3:1
Length of Program - 12 months
Enrollment - 147
Admission Procedures
School district fills out admission packet. Observation of student in public school setting. Parent/student tour and observation. Placement in program determined by an IEP team.
Accreditation
North Central Accreditation Association & CARF.
Funding Approval
Illinois State Board of Education.
|
Institute for Educational Achievement
381 Madison Avenue
New Milford, NJ 07646
Phone: (201) 262-3287
Fax: (201) 262-9479
Web:
www.ieaschool.org

Contact: Dr. Dawn B. Townsend
Founded: 1995
Joined NAPSEC: 2000
Disabilities Served
Autism, pervasive developmental disorder, preschool disabilities.
Program Description
An individualized educational program that uses the technology of Applied Behavior Analysis to teach students skills in all areas to increase full participation in their families and communities.
Program Profile
Students - Coed
Age Range Served - 3-21
Age at Admission - 3-4
I.Q. Range Served - N/A
Program - Day
Staff/Pupil Ratio - 1:1
Length of Program - 180 – 10 month, 30-ESY
Enrollment - 28
Admission Procedures
Students selected from referral file for entry into preschool program and reviewed by admissions committee. Interested parties should forward diagnosis information/reports, and a letter requesting placement.
Accreditation
N/A.
Funding Approval
New Jersey Department of Education.
|
Ivymount School & Programs
11614 Seven Locks Road
Rockville, MD 20854
Phone: (301) 469-0223
Fax: (301) 469-0778
Web:
www.ivymount.org

Contact: Janet L. Wintrol
Founded: 1961
Joined NAPSEC: 1985
Disabilities Served
Autism spectrum disorders, multiple disabilities, other health impairments, and speech or language impairments.
Program Description
The Ivymount School and programs provides school and community-based services for children and young adults with special needs from throughout the Washington metropolitan area. The school programs serves more than 200 students, ages 4-21, with speech and language impairments, learning disabilities, intellectual disabilities, health impairments and autism spectrum disorders. Ivymount Outreach Programs serve students, teachers and parents to support children with learning and developmental challenges in the community through assessments, consultation, program development and professional education. The goal in all of the programs is to help children and young adults achieve their highest level of development and independence to live with dignity and self-respect. Ivymount School has been twice recognized as a Blue Ribbon School of Excellence by the U.S. Department of Education . In 2011, Ivymount celebrated its fiftieth anniversary.
Multiple Learning Needs Program (nongraded): The Multiple Learning Needs Program serves students with autism, intellectual disabilities, multiple disabilities and other health impairments. The program consists of a Lower/Middle Division (students ages 4-14) and an Upper Division consisting of High School (students ages 14-18). The school provides therapeutic, academic, social, and pragmatic skills programming depending on the ages and learning needs of the students. A student's IEP determines the level of supports and modifications necessary to provide the student access to the general education curriculum of the local school system and the Maryland State Curriculum. Career development is embedded in the educational program. The student's IEP determines the student's level of participation in statewide assessments. Students receive related services (speech/language, occupational therapy, physical therapy, and counseling) as determined by the IEP. An Assistive Technology Team works with classrooms providing services to students and families and training to staff. A Behavior Services Team works with students who demonstrate interfering behaviors by conducting functional assessments, developing individualized behavior plans, conducting staff training, and monitoring student progress. Art, music, adapted physical education, library, and computer lab are offered to all classes.
Post High School Program (nongraded): The Post High School Program is a community focused, life skills program that prepares students ages 18-21 for a successful transition from school to employment and adult life. Students work at community jobsites which provide them with challenging opportunities to acquire and utilize life skills in practical ways, as well as accessing program and educational support in the young adult education learning center ("Annex") and the school. The Post High School Program is designed to allow students to match their abilities and interests with community job placements, leading to productive and independent futures. Students acquire pragmatic educational skills, basic and advanced social skills, positive work attitudes and constructive behaviors that will ensure their successful transitions. A student's IEP determines the level of supports and modifications necessary to provide the student access to the general education curriculum of the local school system and the Maryland State Curriculum. Students exiting the Post High School at age 21 receive a Certificate of Completion.
Autism Program (nongraded): The Ivymount School Autism Program serves students, ages 4 to 21, through the use of evidenced based practices. Applied Behavior Analysis, systematic teaching, and data-based programming are utilized across language rich environments including the classroom, school, and community. A student's IEP identifies the services, supports, and modification that are necessary for the student to access instruction. The Autism Program provides a functional life skills curriculum designed to teach the skills necessary to live, work, and engage in recreational activities in the community. The curriculum combines access to the general education curriculum of the local school system and the Maryland State Curriculum along with explicit and systematic instruction in functional life skills, which are critical for students with autism. Students receive instruction across a variety of content areas, including functional academics, social skills, family and consumer science, human growth and development, vocational training, school and community independence, personal management, activities of daily living, and recreation and leisure. Each student's curriculum and daily schedule is individualized to focus on the specific content areas and skills where he or she demonstrates need. Instruction occurs in one-to-one, two-to-one, and small group settings based on the individual needs of the student and the instructional content. A technology rich environment facilitates access to the curriculum and supports a dynamic and interactive learning environment. Speech and language therapy and occupational therapy are delivered through a consultative model resulting in embedded instruction of language, communication, motor, and social skills objectives throughout the school day in a variety of natural settings and contexts. Other related services are provided as determined by the student's IEP. Functional Assessment and best practice procedures (e.g. preference assessments, data based decision making) are used as needed to replace and reduce student's maladaptive behaviors. As appropriate, students participate in physical education, library, art, and computer classes. Program staff collaborate with families to generalize instruction to the home and community settings. The student's IEP determines the student's level of participation in statewide assessments. Students exiting the program at age 21 receive a Certificate of Completion.
Elementary (Kindergarten - Grade 8) and Secondary Graded Programs (Grades 9-12): These programs serve students ages 5 through 21 in Kindergarten through Grade 12 with a primary diagnosis of autism spectrum disorder, intellectual disability, multiple disabilities, other health impairments, specific learning disability, or speech or language impairment. Included in the programs is the Model Asperger's Program servicing students who are diagnosed with an autism spectrum disorder, are average or above intelligence, and who may have a deficit in social cognition and academic performance.
Elementary Program: Ivymount offers an elementary program, Kindergarten-Grade 8, which provides small, structured learning environments incorporating academic and social skills programming to meet a student's individual learning needs and prepare him/her to transition to a less restrictive environment. The program incorporates the general education curriculum (Maryland State Curriculum) and social skills programs so that students master their individual annual academic, life skills and social/emotional goals. Career development is embedded in the curriculum and assistive technology is incorporated as indicated for each student. Related services are provided as required by a student's IEP. The student's IEP determines his/her level of participation in statewide assessments.
Secondary Program: The Secondary program, grades 9-12, provides a comprehensive academic program for students seeking a high school diploma. Students earn credits to meet the graduation requirements of the state and local school system. The academic program is based on the Maryland State Curriculum and the general education curriculum of the local school system. Career and technology education is part of the curriculum to aid students in developing academic, career, and employment skills that support their post-secondary transition goals. The program incorporates a social skills curriculum to enable students to access the curriculum, support post-secondary goals, and work towards transitioning to a less restrictive learning environment. The student's IEP determines his/her level of participation in statewide assessments. Related services are provided as determined by the student's IEP. Assistive technology is incorporated as indicated for each student.
Program Profile
Students - Coed
Age Range Served - 4-21
Age at Admission - 4-21
I.Q. Range Served - N/A
Program - Day
Staff/Pupil Ratio - 1:3 Basic Program, 1:3 Asperger’s Program, 1:1 Autism Program
Length of Program - 200 days
Enrollment - 225
Admission Procedures
Rolling admissions, contact admissions staff for process, (301) 469-0223.
Accreditation
N/A.
Funding Approval
State education agency.
JCC Therapeutic Nursery
411 East Clinton Avenue
Tenafly, NJ 07670
Phone: (201) 408-1497
Fax: (201) 569-7448
Web:
www.jccotp.org/tn

Contact: Dr. Lois Mendelson
Founded: 1978
Joined NAPSEC: 1999
Disabilities Served
language disorders, emotional disturbances (including selective mutism), learning disabilities, ADHD or high functioning autism.
Program Description
The JCC Therapeutic Nursery is a unique program for bright preschool children with special needs. It is a non-sectarian, New Jersey state licensed special education preschool program. We serve children ages 2–5 years old that have a variety of developmental problems including language disorders, emotional disturbances (including selective mutism), learning disabilities, ADHD or high functioning autism. The program is a parent-child model and the curriculum is developmental and communication based. It focuses on communicative language, self-management help skills, emotional growth, socialization and behavioral management. Speech-Language, Occupational and Play Therapy are offered. Also included are parent counseling and a parent support group. Our intensive social skills curriculum prepares our students to participate successfully, as they become ready, in mainstream settings at school, at home, and in the larger community. We also offer a Mommy & Me Toddler Socialization Group for 2-3 year olds with delays in language acquisition or socialization. Students may enter the program anytime during the school year with Director’s approval.
Program Profile
Students - Coed
Age Range Served - 2-5
Age at Admission - 2-5
I.Q. Range Served - High Functioning
Program - Day, Summer
Staff/Pupil Ratio - 1:2
Length of Program - 210
Enrollment - 18
Admission Procedures
Referrals to the Therapeutic Nursery come from physicians, psychologists, speech and language therapists, occupational therapists, nursery schools, early intervention programs or child study teams. Parents may contact us directly for an intake appointment. JCC membership is NOT required for this program.
The child is screened by nursery staff in the proposed classroom. If it is agreed by all that this is an appropriate placement, the child can be enrolled.
Accreditation
Licensed Program through the New Jersey Department of Children and Families - Member of ASAH of New Jersey.
Funding Approval
Approved receiving school for local school districts by the New Jersey Department of Education.
Please call for further information.
|
The Jefferson School
2940 Point Rocks
Jefferson, MD 21755
Phone: (240) 315-0200
Fax: (240) 315-0445
Contact: Dr. Charles K. Maust
Founded: 1996
Joined NAPSEC: 1997
Disabilities Served
The Jefferson School is a Type I full day, partial day and residential Special Education and related services program for students with emotional disturbance.
Program Description
The Jefferson School is a Type I full day, partial day and residential Special Education and related services program for students with emotional disturbance in an Elementary School (Grades 6 through 8), a Secondary School (Grades 9 through 12), a Non-graded (Ages 14 through 21) educational program, and a Type I General Education program for students in an Elementary School (Grades 6 through 8) and a Secondary School (Grades 9 through 12).
Program Profile
Students - Coed
Age Range Served - 12-21
Age at Admission - 11-18
I.Q. Range - Must be greater than 50
Program - Day, Residential
Staff/Pupil Ratio - 1:4
Length of Program - 214 Days
Enrollment - 64
Admission Procedures
All referrals are processed without regard to race, color, religion, sex, or national origin. The Jefferson School accepts male and female students who demonstrate a capacity to benefit from the educational and therapeutic services offered. The Jefferson School serves students ages 11-21in grades 6 through 12. The Jefferson School distributes these admission criteria to local school systems on an annual basis. Students are, for the most part, identified as educationally disabled with the primary disability of emotional disturbance. The Jefferson School will admit students whose emotional problems and subsequent behaviors have affected their ability to benefit from education. Typically, The Jefferson School admits students who have difficulties remaining on task, getting along with peers and adults, and controlling their impulses. The Jefferson School does not accept students who are actively involved with illicit drugs and/or alcohol.
The school will serve students who meet the following criteria:
- While there are no geographic restrictions, students from the Western Maryland region (Frederick, Washington, Allegany and Garrett counties) will be given first priority;
- Males and females who are eleven years of age through age twenty-one may be admitted with specific age ranges noted for the various programs;
- Students must be U.S. citizens, or must be in possession of a current and valid green card or passport;
- Students should have the intellectual and the physical capacity to participate in the social, recreational and educational programs. Students admitted to The Jefferson School should be able to benefit from the academic program which is designed to serve students with academic abilities ranging from grade six through grade twelve. Children of borderline intelligence whose potential for higher functioning that has been compromised by their emotional state maybe accepted. Deviation from these criteria must be approved by the Medical Director who will document the rationale in the student’s clinical record;
- Students will be considered for admission whose behaviors have significantly affected their ability to benefit from less restrictive educational settings;
- Students will be considered for admission whose academic performance and ability to profit from instruction has been significantly affected by their behavior;
- Students must be approved or in the process of approval by the LEA for full day special education services (for our day school program). (Residential students- without such approval must have a commitment to fund the educational component of the program by the referring agency in writing upon admission);
- Families of students must be willing and accessible to participate in treatment and the discharge planning program. In those cases where there is no family or where the student is under agency guardianship, there must be an agreed upon commitment of the agency to be actively involved in the students ongoing care and education, as well as discharge planning for placement;
- Admission will generally not be considered for students who at the time of referral and/or admission: (a) are in acute stages of suicidal or psychotic behavior or need detoxification from chemical intoxication/addiction; (b) have a history of repeated violence or have utilized a weapon, or (c) have a sole diagnosis of a developmental disability, brain damage, or autism. The admissions team will consider admission on a case-by-case basis.
The following behaviors may prevent a student from being admitted to The Jefferson School:
- Primary diagnosis of substance abuse;
- Fire setting;
- Recent charges involving use of a weapon (1 year).
Accreditation
JCAHO
Funding Approval
Maryland Partners for Medical Assistance, LEA/SEA for Education Tuition, Human Service Agencies, and private insurance.
|
The Jefferson School at Finan Center
10102 Country Club Road, SE
PO Box 1722
Cumberland, MD 21502
Phone: (301) 777-2258
Fax: (301) 777-2066
Contact: Dr. Charles K. Maust
Founded: 1999
Joined NAPSEC: 2008
Disabilities Served
The Jefferson School at Finan Center provides full day general and special education and related services for students with emotional disability and autism spectrum disorder who are in need of a high level of structure with extensive, intensive support services.
Program Description
The Jefferson School at Finan Center offers a co-educational, Type I, full day, general and special education and related services program for students with emotional disability and autism in Kindergarten, Elementary School (Grades one through eight) and Secondary School (Grades nine through twelve) and a Non-graded program (Ages five through Twenty-one).
The purpose of The Jefferson School at Finan Center is to provide therapeutic, co-educational programs and support services through a sequential curriculum of studies, utilizing Maryland’s College and Career-Ready Standards, the Syracuse Community – Referenced Curriculum and/or Allegany County Public School Curriculum. Our program is designed to provide services that enable students to meet the goals of their Individualized Education Program (IEP) and their Personal Education Plan (PEP).
Program Profile
Students - Coed
Age Range Served - 5-21
Age at Admission - 5-21
I.Q. Range - Emotional Disabilities: 70+; Autism: Varies
Program - Day
Staff/Pupil Ratio - 2:1 & 9:2
Length of Program - 214 days
Enrollment - 55
Admission Procedures
All referrals are processed without regard to race, color, religion, sex, or national origin. The Jefferson School at Finan Center accepts male and female students who demonstrate a capacity to benefit from the educational and therapeutic services offered. The Jefferson School at Finan Center serves students in Kindergarten, Elementary School (Grades one through eight), and Secondary School (Grades nine through twelve) and in a Non-graded Program (Ages five through twenty-one). The Jefferson School at Finan Center distributes admission criteria to local school systems on an annual basis.
Students are identified as educationally disabled with the primary disability of emotional disability or autism spectrum disorder, and may have other secondary disorders. Students who are considered general education students are accepted at The Jefferson School at Finan Center.
Typically, The Jefferson School at Finan Center students have difficulties with self regulation, problems in their relationships with adults and peers and are often unable to accept limits from adults. Our students’ academic performance may range from significantly below grade level, on grade level or above grade level. Some may have multi-sensory difficulties, receptive and expressive language difficulties, cognitive impairments, poor fine and gross motor coordination, problems regulating themselves, self-stimulating behaviors and often exhibit unsafe behaviors. These students benefit from small, proactive, structured, individualized classroom environments in a twelve month program. All students participate in a pre-admission process to determine if our school can implement the current Individualized Education Plan (IEP), or Personal Education Plan (PEP). The Jefferson School at Finan Center will not accept students who are actively involved with illicit drugs and/or alcohol.
- Students from the Western Maryland region (Washington, Allegany and Garrett counties) are primarily enrolled.
- Students must be U.S. citizens, or must be in possession of a current and valid residence visa or passport.
- Students should have the intellectual and the physical capacity to participate in the social, recreational and educational programs. Students admitted to The Jefferson School at Finan Center should be able to benefit from the academic program which is designed to serve students with academic abilities ranging from kindergarten and grades one through grade twelve and non-graded ages five through twenty-one. Deviation from these criteria must be approved by the Medical Director who will document the rationale in the student’s clinical record.
- Students will be considered for admission whose behaviors have educational settings.
- Students will be considered for admission whose academic performance and ability to profit from instruction has been significantly affected by their behavior.
- Students must be approved or in the process of approval by the LSS for full day special education services. The referring agency must indicate, in writing, commitment to fund the educational component of the program.
- Families of students must be willing and accessible to participate in the pre-admission interview and an active treatment and discharge planning program. In those cases where there is no family or where the student is under agency guardianship, there must be an agreed upon commitment of the agency to be actively involved in the student’s ongoing care and education, as well as discharge planning for placement.
- Admission will generally not be considered for students who at the time of referral and/or admission: (a) are in acute stages of suicidal or psychotic behavior or need detoxification from chemical intoxication/addiction; (b) have a history of repeated violence or have utilized a weapon. The admissions team will consider admission on a case-by-case basis.
- The Jefferson School at Finan Center does not discriminate in its admission policies or practices on the basis of race, sex, color, religion, or ethnic origin.
- Students must have a primary disability as determined by the LSS’ IEP team of emotional disability or autism spectrum disorder or be considered a general education student.
Day School/Treatment Program
The following behaviors may prevent a student from being admitted to
The Jefferson School at Finan Center:
- Primary diagnosis of substance abuse;
- Fire setting;
- Recent charges involving use of a weapon (1 year).
Accreditation
Funding Approval
Maryland State Department of Education.
|
Judge Rotenberg Educational Center
250 Turnpike Street
Canton, MA 02021-2341
Phone: (781) 828-2202 or (888) 575-9375
Fax: (781) 828-2804
Web:
www.judgerc.org

Director: Glenda Crookes
Founded: 1971
Joined NAPSEC: 1990
Disabilities Served
The Judge Rotenberg Educational Center (JRC) serves children and adults with a wide range of behavior problems, including conduct disorders, emotional problems, brain injury, or psychosis, autism and developmental disabilities. JRC often acts as a treatment program of last resort for children and adults with severe behavior disorders who are unable to be successfully treated with psychiatric drugs and other psychological treatments and for whom there is no other placement that can successfully educate and treat them. JRC does not reject individuals because of the difficulty of their behaviors or because of their diagnosis. Our goal is to impart to each individual the skills that he or she needs in order to live as happy, normal, productive a life as possible.
Program Description
The Judge Rotenberg Educational Center (JRC) is a special needs school in Canton, MA licensed to serve 3-adult. The program is based on a highly structured, innovative and consistent behavioral approach to education and treatment with over 42 years of successful experience.
Program Profile
Students - Coed
Age Range Served - 3-Adult
Age at Admission - Varies
I.Q. Range Served - N/A
Program - Day, Residential
Staff/Pupil Ratio - Varies
Length of Program - 365 Days
Enrollment - 241
Admission Procedures
JRC has an open admissions policy throughout the school year. Applicants may be referred by any person or agency. Information on admissions and referrals may be obtained by calling JRC’s Admissions Department (Monday through Friday, 9-5) by telephone, fax or email (listed above).
Accreditation
JRC is licensed by the Massachusetts Department of Elementary and Secondary Education, Massachusetts Department of Early Education and Care.
Funding Approval
State Agencies, school districts, private pay.
|
Just Kids: Early Childhood Learning Center
PO Box 12
Longwood Road
Middle Island, NY 11953
Phone: (631) 924-0008
Fax: (631) 924-1243
Contact: Stephen Gordon
Founded: 1980
Joined NAPSEC: 1991
Disabilities Served
Autism, pervasive development disorder, down syndrome, cerebral palsy, mental retardation, visual impairments, speech impairments, emotional disturbances, hearing impairments, and medical fragility.
Program Description
Just Kids offers a comprehensive early intervention and preschool program including a wide range of diagnostic, therapeutic, and educational programming in a "whole child" learning model. The program philosophy is based on the belief that all young children can learn, and that learning is best supported through play and planned learning experiences.
Program Profile
Students - Coed
Age Range Served - Birth-5
Age at Admission - Birth-5
I.Q. Range Served - N/A
Program - Day, Summer
Staff/Pupil Ratio - N/A
Length of Program - 12 months
Enrollment - 450
Admission Procedures
Just Kids Diagnostic and Treatment Center adjoins the Early Childhood Learning Center. The Diagnostic and Treatment Center is a licensed New York State Department of Health (Article 28) facility. The center offers comprehensive screening to all populations, as well as pediatric assessments. Therapies are offered in the following areas: PT/OT; psychological; speech and language audio logical; counseling; and parent education.
The Developmental Pediatric Center and the Pediatric Clinic meet weekly and the Pediatric Orthopedic Clinic meets monthly. Just Kids is participating in the early periodic screening (ESPDT: C/THP) program in the late fall. Just Kids is a Medicaid provider and accepts private insurance and HMOs.
Accreditation
N/A
Funding Approval
State education agency, Suffolk and Nassau Department of Health.
Kennedy Krieger School Programs
3825 Greenspring Avenue
Baltimore, MD 21211
Phone: (443) 923-7800
Fax: (443) 923-7850
Founded: 1970
Joined NAPSEC: 1989
Disabilities Served
Students with multiple disabilities age 5-21. Disabilities include: learning disabilities; communication disorders; pervasive developmental disorders; autism; neurological impairments; traumatic brain injury; behavior disorders; attention deficit disorder; birth defects; cerebral palsy; and emotional disturbances.
Program Description
The Kennedy Krieger School has the following programs: lower, middle, and high school programs for learning disabilities, emotional disorders, pervasive developmental disorders, neurological impairments, and traumatic brain injuries; and an intensive autism program known as LEAP (life skills for autism and pervasive developmental disorders).
The school programs include academic preparation with the support of therapeutic staff, including psychotherapy, speech/language services, occupational and physical therapy, social work, school health services, evaluation and transition planning. Vocational and technological awareness is emphasized along with the academic program in the high school Career and Technology Center.
Program Profile
Students - Coed
Age Range Served - 5-21
Age at Admission - 5-18
I.Q. Range Served - Full spectrum
Program - Day, Summer
Admissions Procedures
Admissions request is made by local education agency representatives via the mandated process for use of private schools; parents, physicians, psychologists, or agency representatives may also request admission information.
Accreditation
Maryland State Department of Education.
Funding Approval
Maryland State Department of Education.
Kennedy Krieger School Programs: Powder Mill Campus
4600 Powder Mill Road
Suite 500
Beltsville, MD 20705
Phone: (443) 923-4170
Founded: 1970
Joined NAPSEC: 1989
Disabilities Served
ax - apraxia
as - Asperger's syndrome
asd - autism spectrum disorder
aut - autism
bd - behavior disorder
cd - communication delays
cog - cognitive delays/impairment
devdis - developmental disabilities
ec - educational disabilities
id – intellectual disabilities
lang - language disorder
ld - learning disabilities
mul - multiple disabilities
mdssi - multiple disability severe sensory impairment
nv - nonverbal
nvld - nonverbal learning disabilities
pdd-nos - pervasive developmental disorder, not otherwise specified
sii – sensory integration impairment
spd - sensory Processing Disorder
si - speech impairment
selc – social/emotional learning challenges
Program Description
The Kennedy Krieger School: Powder Mill Campus is a non-public educational day program designed for children who require an education in a highly structured environment, which will program for their academic, communication, social, behavioral, sensory, vocational, and community needs. The program provides intensive services for students with a broad range of performance levels and behavioral characteristics within the school. The Kennedy Krieger School: Powder Mill Campus offers a comprehensive array of services to students and is designed to provide effective preparation for students who, in the future, may be seeking either a diploma or a certificate at the high school level.
The Kennedy Krieger School: Powder Mill Campus uses an interdisciplinary approach to individualized programming which includes professionals from the following disciplines: Special education, vocational education, psychiatry, social work, expressive arts including art and music therapy, speech and language pathology, occupational therapy, physical therapy, nursing, and behavior services. Additional supports would include ACT (Admissions, Compliance, and Transition) Specialists and Curriculum, Instruction, and Assessment Specialists (CIA). Kennedy Krieger’s extensive knowledge of autism research will support a range of interventions/approaches based on “best practice” to implement the curriculum. These include but are not limited to individual and small group instruction, TEACCH, Applied Behavior Analysis, discrete trial, incidental learning, verbal behavior techniques, augmentative communication, picture exchange communication systems, sensory diets, vocational training, and program-based related services. Development and implementation of individualized education programs for students in the autism spectrum is the school’s specialty.
Program Profile
Students - Coed
Age Range Served - 7-21
Program - Day, Summer, ESY
Accreditation
Maryland State Department of Education
National Commission for the Accreditation of Special Education Services
Funding Approval
Local Education Agency/State Education Agency
|
King’s Daughters’ School
412 West 9th Street
Columbia, TN 38401
Phone: (931) 388-3810
Fax: (931) 388-0405
Web:
www.tkds.org

Contact: Shauna Pounders
Founded: 1953
Joined NAPSEC: 1993
Disabilities Served
Students with a below average IQ, autism, and other developmental disabilities.
Program Description
The King’s Daughters’ School (KDS) is a private boarding school for children with youth (ages 7-22) and young adults with below average IQs, autism, and other developmental disabilities. Students at KDS receive educational, vocational, and residential services, including independent living skills training, employment opportunities, leisure and recreational activities, behavior modification, and individual and group counseling. KDS provides three programs: The Total Lifestyles Program is for children and youth ages 7-22 and focuses on functional academics, independent living skills, job readiness, and behavior management. The Young Adult Academy is a transitional program for college-aged young adults (ages 22-30) who need intensive vocational, community living and independent living skills before moving into a less restrictive environment. The Center for Autism is a state-of-the-art campus serving students ages 7-22 with more severe forms of autism, and provides intensive training in self-help, communication, and sensory integration skills. In all three programs students receive 24-hour care and supervision.
The King’s Daughters’ School is located 40-miles south of Nashville in historic Columbia, Tennessee, where the community has welcomed the school and its students for more than 50 years. KDS maintains excellent facilities, including an education complex, Center for Autism, recreational and athletic facilities, and an 8-acre rustic camp.
The King’s Daughters’ School is located 40-miles south of Nashville in historic Columbia, Tennessee, where the community has welcomed the school and its students for more than 50 years. KDS maintains excellent facilities, including an education complex, Center for Autism, recreational and athletic facilities, and an 8-acre rustic camp.
Program Profile
Students - Coed
Age Range Served - 7-22 Regular Programs and Center for Autism
Age at Admission - 7 and above
I.Q. Range Served - 40-80s
Program - Day, Residential
Staff/Pupil Ratio - 1:4; 1:2.5 Center for Autism
Length of Program - 12 months+
Enrollment - 115
Admissions Procedures
Students with development disabilities who are interested in applying for enrollment should complete an application form (available by contacting the school or on the school website) and submit to the school a current IEP and the most recent psychological evaluation reports, including a measure of general intelligence (WISC-III, WAIS-R).
The school’s Admission Committee reviews all referrals and applications, invites potential students and families to the campus for visits and interviews, and accepts students who are appropriate for the program, without regard to race, color, religion, sex, or national origin.
The school’s Admission Committee reviews all referrals and applications, invites potential students and families to the campus for visits and interviews, and accepts students who are appropriate for the program, without regard to race, color, religion, sex, or national origin.
Accreditation
Council on Accreditation, Tennessee Department of Education, Tennessee Department of Children's Services, Department of Mental Health and Substance Abuse, Department of Intellectual and Developmental Disabilities, Approved non-public school for the states of CA and IL
Funding Approval
Individual school systems and private contracts with families
|
Kingsway Learning Center
144 Kings Highway West
Haddonfield, NJ 09033
Phone: (856) 428-8108 - Day Program
Fax: (856) 428-7520
Contact: Christine Robinson, Executive Director
Founded: 1967
Joined NAPSEC: 1984
Disabilities Served
Learning disabilities and developmental disabilities.
Program Description
The Early Intervention Program offers therapeutic programs for eligible children with developmental disabilities and delays from birth to three years, with parent participation and training in natural environments. This direct services program is funded and approved by the New Jersey State Department of Health.
A Therapeutic Educational Program approved by the New Jersey State Department of Education for children ages five to eighteen services public school children and privately placed children classified as having multiple disabilities, communications disorders, neurological impairments, cognitive impairments. Individualized education programs are carried out by a professional team for each student. The program staff includes certified special education teachers, teacher assistants, speech pathologists, occupational therapists, psychologists, social workers, physical therapists, nurses, and adaptive physical education teachers.
Program Profile
Students - Coed
Age Range Served - Birth to 21
Age at Admission - N/A
I.Q. Range Served - Depends upon program
Program - Day, Summer
Staff/Pupil Ratio - 1:1.8
Length of Program - 12 months-Early Intervention Program, 10 months (6 week summer program)-Tuition Based Program
Enrollment - 290
Admissions Procedures
Call Assistant Director of Education at (856) 428-8108 ext. 306 for the Elementary and (856) 234-4442 ext. 302 for the Secondary Program. Call Early Intervention Administrator at (856) 428-5330 for the Early Intervention Program.
Accreditation
New Jersey Department of Education, New Jersey Department of Health, and New Jersey Department of Human Services.
Funding Approval
New Jersey State Department of Education, New Jersey Division of Departmental Disabilities, and the New Jersey Department of Health.
LADACIN Network
1701 Kneeley Boulevard
Wanamassa, NJ 07712
Phone: (732) 493-5900
Fax: (732) 493-5980
Contact: Patricia Carlesimo
Founded: 1952
Joined NAPSEC: 1984
Disabilities Served
Pre-school disabled; multiply disabled.
Program Description
The Scroth School, part of LADACIN Network, is a New Jersey Department of Education approved private school in Monmouth County. An innovative academic and therapeutic program is available to students with moderate to significant physical disabilities and medical fragility. Creative Curriculum is utilized in the pre-school program. Students from the pre-school disability class integrate daily with their typically developing 3-5 year old peers in our child care program. A web based curriculum named "Unique", aligning with the Common Core State Curriculum Standards is utilized for our elementary through transition grades.
Physical, Occupational and Speech Therapists as well as nurses and social workers are on staff. Therapists provide in-class support via our transdisciplinary model of service delivery to enhance student's abilities during academics and to provide instruction to classroom staff for carryover of activities such as augmentative and alternative communication (AAC) device set up and use, positioning, standing table programs and orthotic application. Therapists also provide individual therapeutic intervention and are instrumental in the evaluation of individual equipment needs and helping families with the procurement process. Our nurses deliver services in the classroom so no student misses instructional time.
On-site Physiatry, Neurology, Dysphagia and Nutrition clinics are regularly scheduled as well as durable medical equipment (DME) and Orthotic clinics.
Technology is infused throughout all grade levels with a SMART board, touch screen computer and iPads in every classroom. An Assistive Technology Professional (ATP certified) who is also a SMART certified trainer is on staff for student and staff support.
Community integration is a major program focus. Students take regularly scheduled community trips such as ice skating, bowling, museums, boardwalk, theater, restaurants, and stores. Most importantly, our students love to come to school where they have fun learning, enjoy interacting with their friends, are celebrated for their achievements and are an integral part of our thriving school community.
Other Programs
LADACIN Network - Lehmann School
1100 Airport Road
Lakewood, NJ 08701
Phone: (732) 908-7200
Fax: (732) 905-1403
Web: www.LADACIN.org
Program Profile
Students - Coed
Ages Served - 3-21
Admission Age - 3-21
I.Q. - All
Program - Day and Summer
Staff: Pupil Ratio - 1:3
Length in Days - 224 days
Enrollment - 52
Admissions Procedure
Referral from School District/tour/admittance evaluation.
Accreditation
CARF.
Funding Approval
New Jersey Department of Education.
|
Lakemary Center
100 Lakemary Drive
Paola, KS 66071
Phone: (913) 557-4000
Fax: (913) 557-4910
Web:
www.lakemaryctr.org

Contact: Gianna Gariglietti
Founded: 1969
Joined NAPSEC: 1993
Disabilities Served
Intellectual disabilities with related developmental, emotional, and behavioral disabilities, autism, behavioral disorders, developmental disabilities, and emotional disturbances.
Program Description
Lakemary Center, located just southwest of Kansas City, provides a year round private residential school for children with special needs ages 5-21. The combined educational and therapeutic emphasis offers children with mental retardation and their families a 24 hour continuum of instruction and care, meeting a wide range of educational, developmental, and behavioral needs.
A full array of professional services, including social work and psychological, nursing, speech, occupational, music, and recreation therapy is supported by an impressive grouping of consultants in psychiatry, neurology, audiology, and physical therapy. Low staff/student ratios enhance the development of individualized education and treatment plans to maximize each child’s potential.
The school also serves day students with special needs from the surrounding communities. All students participate in extensive integrated programming with the local schools in a unique collaborative model. The curriculum facilitates the development of independent living skills through functional activities, practical academics, and vocational and community based instruction. An integrated, multi-disciplinary approach prepares each student to reach his/her maximum potential as he/she transitions to adult life in the community.
In addition to the unique opportunities provided by a 24 hour educational program, children are offered invaluable possibilities as the children’s program interacts and collaborates with Lakemary’s adult program which offers community based day and residential services to adults with mental retardation. By pooling all agency facilities and resources, students are able to participate in transitional opportunities not available in traditional school models.
Program Profile
Students - Coed
Age Range Served - 5-20
Age at Admission - 5-20
I.Q. Range Served - 70 and below
Program - Day, Residential, Summer
Staff/Pupil Ratio - 1:3
Length of Program - Year round
Enrollment - 63 residential, 29 day
Admission Procedures
Contact Director of Social Services by telephone, fax, or letter. Submit all available school and medical records as appropriate for review. Referrals may be made from families, professionals, and private or public agencies.
Accreditation
Kansas State Board of Education, Kansas Department of Social and Rehabilitation Services, and Kansas Department of Health and Environment.
Funding Approval
Kansas State Department of Social and Rehabilitation Services and Missouri Division of Family Services.
|
Lakeview School
Oak Drive, Roosevelt Park
Edison, NJ 08837
Phone: (732) 549-5580
Fax: (732) 494-6038
Web:
www.cpamc.org

Contact: Dominic Ursino
Founded: 1949
Joined NAPSEC: 1990
Disabilities Served
Multiple disabilities, cerebral palsy and orthopedic impairments, traumatic brain injury, communication disorders, autism, health impairments.
Program Description
Lakeview School is a private, nonprofit school for multiply disabled children ages 3-21. Full day special education and preschool programs are available. Related services include physical, occupational,, speech therapy, individual counseling; specialized health and nursing services and transition services. Medical clinics, Adaptive Seating/Equipment clinics and Augmentative Communication and Assistive Technology assessments and training are provided for enrolled students. Community work programs place students ages 18-21 in volunteer work settings. Enrichment programs are offered in music and art.
Program Profile
Students - Coed
Age Range Served - 3-21
Age at Admission - Varies
I.Q. Range Served - Varied (severe cognitive impairment to normal cognition)
Program - Day
Staff/Pupil Ratio - 1:3 or less
Length of Program - 180 days plus extended year
Enrollment - 165
Admission Procedures
Referrals are received from local educational associations. The IEP is reviewed to determine appropriate for placement. A screening evaluation, parent interview, and medical review is then conducted to determine classroom placement and need for related services. Students are admitted after careful screening and review of pertinent history/information.
Accreditation
Middle States.
Funding
Tuition funding by sending LEA.
|
LARC School
1089 Creek Road
Bellmawr, NJ 08031
Phone: (856) 933-3725
Fax: (856) 933-3158
Web:
www.larcschool.org

Contact: Susan Weiner
Founded: 1968
Joined NAPSEC: 1994
Disabilities Served
Individuals with developmental disabilities who have been classified with multiple disabilities.
Program Description
Started in 1968 by a group of concerned parents, LARC School is located in Bellmawr, New Jersey, and provides services to families from five countries in the South Jersey region.
LARC School, Inc., provides an appropriate educational, therapeutic, and life skills training program to children classified with multiple disabilities. LARC’s mission is to afford each and every youngster opportunities for growth, development, and, most importantly, independence.
In addition to a functional education curriculum , LARC School also provides a broad scope of related services such as individualized and integrated occupational, speech and physical therapy. By using innovative learning techniques, LARC's program offers the latest in special education practices. Children also enjoy Adaptive Physical Education (APE), art and music.
Program Profile
Students - Coed
Age Range Served - 3 to Adult
Age at Admission - Varies
I.Q. Range Served - Developmentally Disabled
Program - Day, Summer
Staff/Pupil Ratio - 1:2
Length of Program - 10 months; 12 months
Enrollment - 100
Admissions Procedures
Referral through local child study team.
Accreditation
N/A.
Funding Approval
New Jersey Department of Human Services, United Way, and New Jersey Department of Education.
|
League School of Greater Boston
300 Boston Providence Turnpike
Walpole, MA 02032
Phone: (508) 850-3900
Fax: (508) 660-2442
Web:
www.leagueschool.com

Director: Dr. Frank Gagliardi
Contact: Gayle Overbey, Admissions Coordinator
Founded: 1966
Joined NAPSEC: 1988
Disabilities Served
Autism spectrum disorders and Asperger's Syndrome.
Program Description
The Foundations Program services our early and elementary-aged students between the ages of 3-12. This program focuses on developing communication skills, emotional and behavioral regulation, academic skills, daily living skills, and independence. Students are exposed to a small school environment that is sensory friendly with reduced auditory and visual stimuli. Program Overview Classrooms are divided by age and skill level, with instruction individualized according to the learning styles of each student. Each classroom has one head teacher and an assistant teacher. In addition, the Foundations Program is supported by a team that consists of a clinician, an occupational therapist, a speech-language pathologist, a behavior staff person, a part-time physical therapist and a program coordinator that are on site. The classroom team meets weekly before students arrive to discuss their needs and any important issues. Head teachers also meet individually with team members. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication booklets. For those students in our League School residences, there is daily email communication between the school, parent, and residential staff to share important information. SCERTS Model The Foundations Program has integrated the SCERTS Model into our teaching. We provide a coordinated transdisciplinary approach to assessment and educational programming that includes educators, speech and language pathologists, occupational therapists and behavior therapists. Curriculum Academic content is derived from entry points of the Massachusetts Curriculum Frameworks and modified to the student’s current level of performance. The program provides a structured, center based classroom environment with direct instruction including errorless teaching and discrete trial training. Instruction is provided in a small group with multiple opportunities for naturalistic generalization. Students participate in a daily hygiene routine. Also, a part of the student’s school week are courses taught by our specialists, including music, art, and adaptive physical education. Accommodations Each of the classrooms is framed around the following concepts: Structured, center-based classroom environment Direct instruction with errorless teaching and Discrete Trial Training Small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence using visual supports Positive behavioral supports Social communication Emotional regulation through environmental set-up and mutual regulation Building independence with activities of daily living to include, but not limited to, toilet training, hand washing, tooth brushing, utensil usage, meal time routines and behaviors, and clothing management Sensory strategies including breaks, tools, and visuals Co-taught language and motor skill group by the SLP and OT Community Experiences Community trips are part of the learning environment. Teachers make extensive use of the community to teach students to generalize their academic, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness. During trips in the community, students participate in shopping experiences to stores, going to a restaurant, and participating in the outdoor activities in order to practice their skills in different settings with a variety of people.
The Content Teaching/Life Skills Program is designed for students ages 11-16. Classrooms focus on academics, social communication, emotional regulation, daily life skills, and pre-vocational training. At League School, students are exposed to a small school environment that is sensory friendly with reduced auditory and visual stimuli. Program Overview Classrooms are divided by age and skill level, with differentiated instruction according to the learning styles of each student. Each classroom has one head teacher and an assistant teacher. In addition, the Content Teaching/Life Skills Program is supported by a team consisting of a clinician, an occupational therapist, a speech- language pathologist, a behavior staff person, a part-time physical therapist and a program coordinator that are on site. The classroom teams meet weekly before students arrive to discuss the needs of the students and any important issues. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication notebooks. For those students in our League School residences, there is a daily email that provides communication between the school, parent, and residential staff to share important information. SCERTS Model The Content Teaching/Life Skills Program has integrated the SCERTS Model into our teaching. We provide a coordinated transdisciplinary approach to assessment and educational programming that includes educators, speech and language pathologists, occupational therapists, clinicians and behavior therapists. Curriculum Academic skills are based upon the Massachusetts Curriculum Frameworks. The academic curriculum is tailored to meet the individual student. Each classroom provides a structured, center based environment with direct instruction. Instruction is provided in a small group with multiple opportunities for naturalistic generalization. Students work on a range of skills from name recognition and identifying money to answering comprehension questions and discussing current events. Students participate in a daily hygiene routine. Also, a part of the student’s school week are courses taught by our specialists, including music, art, and adaptive physical education. Accommodations Each of the classrooms is framed around the following concepts: Structured classroom environment Direct instruction with errorless teaching Content Teaching Small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence utilizing visual supports Positive behavioral supports Social communication Emotional regulation Sensory strategies including breaks, tools, and visuals Co-taught language and motor skill group by the SLP and OT Community Experiences Community trips are part of the learning environment. Teachers make extensive use of the community to teach students to generalize their academic, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness. Our goal is to enable students to gain a sense of independence through venues within both the school and community. During trips in the community, students participate in shopping experiences to stores, ordering food in a restaurant, participating in the outdoor activities, and going to the post office in order to practice their skills in different settings with a variety of people. Vocational Experiences Pre-vocational training is an added focus of the curriculum in the Content Teaching/Life Skills Program. All of our students are provided the opportunity to participate in a variety of pre-vocational experiences in the vocational center and classroom. Students are exposed to clerical tasks, office machine use, housekeeping activities, and packaging tasks. As students progress, they have the opportunity to work in our school store, the Hawk’s Nest. All students earn money for their participation in vocational training and then get an opportunity each week to cash their checks at a local bank. Community and Life Skills Development Community Life Skills (CLS) services students ages 11-16 who have more limited verbal abilities and is run in three separate classrooms which are divided based on students’ needs and age. CLS places a focus on functional academics, social communication, emotional regulation, daily life skills, and pre-vocational training. All academics are based off the Massachusetts Curriculum Frameworks with lessons developed to provide a meaningful real-life application. Students receive the direct instruction of social skills, adapted daily living skills and vocational skills that are then generalized to natural settings. Each of the classrooms is framed around the following concepts: Structured classroom environment Direct instruction with errorless teaching 1:1 and small group instruction with multiple opportunities for naturalistic generalization Fostering of skill independence utilizing visual supports Positive behavioral supports Social communication Emotional regulation Students also work on a range of skills from name recognition and identifying money to answering comprehension questions and discussing current events. Frequent community trips offer important living skill lessons such as using a shopping list, ordering food in a restaurant and going to the post office.
The Pathfinders Program educates 10-22-year-old middle to high school students diagnosed with Asperger’s Syndrome and high-functioning autism. The curriculum is based on the Massachusetts Curriculum Frameworks in order to meet district requirements for graduation while addressing individual accommodations and modifications as stated in the Individual Educational Programs (IEP) of the students. Program Overview Classrooms within the Pathfinders Program have a low student to staff ratio and are divided by age and skill level while integrating academics, social pragmatics, community skills, and vocational skills. Most students are working at or just below grade level and many have passed the MCAS for that grade level. A majority of our students go on to post-secondary educational opportunities after League School. The Program is designed to help students achieve their academic potential, foster emotional regulation, gain social skills needed to interact appropriately, and develop meaningful friendships. Each Pathfinders classroom team, which includes a Speech-Language Pathologist, Occupational Therapist, Clinician, and Behavior Specialist meet weekly to discuss individual student’s needs and current issues. Head Teachers communicate with parents by email on a weekly and/or daily basis. Using a push-in model, the specialist work on individual and group skills while actively engaging with the student’s in the classrooms, in the lunchroom, on community trip, and vocational sites. SCERTS Model The Pathfinders Program follows the principles of the SCERTS Model, which is designed to focus on goals in social communication and emotional regulation through the implementation of transactional supports (e.g. interpersonal, learning supports). The SCERTS Model is implemented throughout a student’s daily activities and across all settings in order to facilitate competence within these identified goal areas. All staff supports the emotional well being of the student’s well being in order to maximize the availability for learning and being part of all activities. Curriculum The curriculum is based on the Massachusetts Curriculum Frameworks in order to meet district requirements for graduation while addressing individual accommodations and modifications as stated in the Individual Educational Plans of the students. Most students are working at or just below grade level and many have passed the MCAS for that grade level. A majority of our students go on to post-secondary educational opportunities after leaving League School. Typical Pathfinders’ students will participate in four core academic classes (English Language Arts, Mathematics, Science, Social Studies) and Avocational opportunities each day. Weekly schedules also include courses run by specialists including music, chorus, art, adaptive physical education, cooking, and a number of other electives. There is an active student council that meets one afternoon a week to plans fun activities for the student body. Other clubs include the Joke Club and International Club. Clubs and electives are always being created to help meet the interests of our students. While Pathfinders’ students follow similar schedules throughout the year, accommodations and modifications are made for each student based on team recommendations and goals outlined in their individual education plans. The ultimate goal for Pathfinders’ students is to help them be as independent as possible across all settings as they get ready to for transition from League School. Accommodations League School implements embedded accommodations into the student’s day beyond all the accommodations written into the student’s IEP. Small groups Sensory movement breaks Visual and Written scripts to facilitate appropriate social communications Social groups run by SLP’s and clinicians Sensory gym Quiet room breaks Individualized visuals/prompts for emotional regulation cues Vocational Experiences In addition to a full academic program, Pathfinders’ students participate in daily vocational programs. Students receive embedded social pragmatic training throughout their vocational training to improve a variety of skills necessary for future employment: customer relations, interview skills, phone skills, co-worker collaboration, resume building, etc. In a weekly Job Club, each student works on formal job application processes and in a number of in-school job settings including the League school store, the student kitchen, and Vocational Center. Pathfinders’ students are able to earn money for their participation in the vocational training program which is then available for spending on community-based activities. When a student turns sixteen, they begin vocational training at offsite establishments such as T.J. Maxx, CVS, Meals On Wheels, Petco, Big Y etc… Each student opens up a savings account and learns financial literacy skills by keeping track of their check deposits and debits during weekly visits to the bank. Community Experiences All Pathfinders classes extend learning beyond the classroom walls by going out on at least one community-based activity scheduled per week. Community activities range from academic outings (trips to museums) to vocational trips (one vocational group provides a food delivery service for the school) to entertaining trips that emphasize tasks of daily living and social interactions (lunch at a local restaurant). During community trips and other outings, Head Teachers, Teachers, and specialists accompany the classes and continually work on individual goals and social skills. Other outings include visiting post-secondary programs/institutions such as colleges, community colleges, and technical institutes.
The Transition Program at League School educates students 16-22 with a focus on functional academics, vocational training, social communication, emotional regulation, independent living skills, community experiences, and safety awareness. Program Overview Classrooms within the Transition Program are divided by age and skill level, with instruction individualized according to the learning styles of each student. Across these five classrooms, there is a wide range of skills and abilities. Each classroom consists of up to eight students with one head teacher and up to two assistant teachers. The Transition Program is supported by a clinician, an occupational therapist, a speech- language pathologist, a behavior staff person, a program coordinator and a part-time physical therapist. Each of the five classroom teams meets once a week, before students arrive, to discuss the needs of the students and any important issues, which can be addressed immediately. In order to keep parents and guardians informed, there is daily communication from the classroom teachers either by email or communication booklets. Since many of the Transition Program students are also in our League School residences, there is daily email communication between the school and residential staff to share important information. SCERTS Model The Transition Program incorporates principles of the SCERTS Model, which is designed to target priority goals in social communication and emotional regulation through the implementation of transactional supports (i.e., interpersonal and learning supports). These goals are targeted across activities, settings, and social partners to facilitate competence in these identified goal areas. Examples of social communication goals in the Transition program include: initiating bids for interactions, requesting help, commenting, securing attention prior to requests, understanding nonverbal cues, initiating a variety of conversational topics, and collaborating and negotiating with peers in problem-solving. Examples of emotional regulation goals include: responding to partners’ use of behavioral strategies, decreasing the amount of time to recover from extreme dysregulation, identifying the need to utilize regulating strategies, using language strategies to request regulating activities, and using metacognitive strategies to regulate emotional state during periods of dysregulation. All staff members provide transactional supports to program for these goals and maximize learning opportunities. Accommodations In addition to the standard accommodations built into the program of our private schools, such as low student to staff ratio, multi-sensory teaching methods, repetition of concepts, and modifications to the Massachusetts Curriculum Frameworks, there are a multitude of accommodations provided to our students. These accommodations include, but are not limited to: Limited visual and auditory distractions Visual/written scripts to facilitate social interactions Use of visual schedules to provide structure, predictability and upcoming transitions Appropriate peer groups and structured conversational practice Augmentative communication strategies across settings Sensory movement breaks Access to a variety of strategies for emotional regulation A safety net of familiar staff in a highly structured setting with a high level of support Curriculum Functional academic skills, based upon the Massachusetts Curriculum Frameworks, are the focus of the curriculum, and students learn to become more independent both at school and in the community. Courses taught by our specialists, including music, art, and adaptive physical education, are also parts of each student’s weekly schedule. Vocational training is an important focus of the curriculum, and all of our students are provided the opportunity to participate in a variety of vocational experiences. In our training kitchen, students learn basic food preparation and learn to develop more independent living skills. Within the school setting, students perform recycling, stocking, delivery, cleaning, clerical, and landscaping tasks. In our school store, the Hawk’s Nest, students perform a variety of tasks including cashiering, inventory, stocking, food preparation, cleaning, and customer service. When the team believes students are ready to meet the demands and challenges of an off-site internship, they are selected to participate in one of our many community work-sites based on their work skills and interests. Each week, students earn a paycheck for their participation in vocational training, learn to budget their earnings, and then get an opportunity to cash their checks at a local bank. Community Experiences The learning environment, however, is not limited to the four walls of the League School’s classrooms. Teachers make extensive use of the community to allow students to practice their academic, vocational, daily living, safety, communication, and social skills across a variety of settings and to develop more independence and safety awareness as our students become young adults. During trips in the community, students participate in weekly shopping experiences to stores and restaurants in order to practice their skills in different settings with a variety of people. Students practice navigating the community safely, social communication, money handling, making personal purchases, shopping for classroom needs, reading and ordering from a menu, dining and manners, and social skills on these sites. Transition to Adult Services When students approach the age of 22, the Transition Program team assists the family in making a smooth transition from school to adult services. During the transition process, the student’s team of teachers and specialists meet with the student, the family, the school district, and potential adult service providers. The team develops a plan to focus on the student’s skills and needs and what the family has communicated is their vision for their son or daughter. As potential placements are identified, information is shared and visits are arranged for the family to tour the sites. Staff from the receiving program will observe the student in the familiar school or work setting, and school staff may also accompany the student to visit potential sites as well as provide adult service staff successful strategies and tools that work well for the student. When a decision is made, and a placement is chosen, the school will host a ceremony to celebrate the occasion with family and friends.
Residential Program The League School offers community-based residences near campus for students who attend our school. Our residential program is designed to teach group living and to reinforce and expand upon the self-care, daily living and community skills learned at school. Our residents learn to live with roommates and develop proficiency in activities of daily living such as cooking, cleaning, self-care and community awareness. They are assigned daily chores and follow a rotating schedule to help them learn individual responsibility and teamwork. They also take field trips and participate in community activities to gain more independence. Activities range from days at the beach to going out to dinner to playing on a softball team. Located in Norwood and Walpole, Massachusetts, the residences are licensed for up to 20 students and are staffed 24 hours a day by caring and trained individuals
Admissions Procedure
Step 1 — The Tour We provide individual tours for parents and other interested parties during regular school hours. The tour reviews our approach, programs, facilities and admissions process, and addresses any questions that arise. To schedule a tour, in-state parents must have verbal or written consent from their school district. Out-of-state parents, or parents planning to pay privately, do not require formal consent to arrange a tour.
Step 2 — Initial Intake To initiate an intake session, the candidate’s school district must submit a referral to the League School for review. If the candidate qualifies, a one-hour intake session is set up with our team of specialists to help evaluate if the prospective student’s skills will integrate well with our approach and programs. The admissions team reviews the intake and notifies the referring school of its decision as to whether the candidate will continue the admissions process.
Step 3 — Full-Day Intake Candidates who are called back will attend a full-day intake session. A variety of specialists, including speech and language pathologists, occupational therapists, teachers, behavior therapists and medical staff, observe and work with the student in the classroom. Prior to scheduling the intake, parents must complete all application paperwork and send it to the admissions director for approval by the school nurse. Student drop-off is at 8:45 AM at the main entrance; pick-up is at 2:30 PM. Parents should provide a lunch. Please note: Occasionally a prospective student may be asked back for a second full-day intake.
Step 4 — The Decision After the full-day intake, the admissions team reconvenes to make a final decision. Notification is sent to the referring school or, in the case of privately funded students, directly to the parents. Step 5 — Start Date Before a start date can be determined, the following forms must be completed: A revised Individualized Education Program (IEP), signed by all responsible parties; the League School of Greater Boston must agree that we can provide the services in the IEP A placement agreement between the sending school district and the League School of Greater Boston All medical paperwork. Once all paperwork is approved, the League School notifies the school district to arrange transportation.
Program Profile
Students - Coed
Age Range Served - 3 to 22
Age at Admission - 3-22
I.Q. Range Served -
Program - Day, Residential
Staff/Pupil Ratio - 6:1
Length of Program - 12 months
Enrollment - 97 Day, 22 Residential
Accreditation
Funding Approval
Massachusetts Department of Education, New York, Florida, Vermont, New Hampshire, Rhode Island, Indiana, and Connecticut.
|
Learning Center
199 Scoles Avenue
Clifton, NJ 07013
Phone: (973) 773-8090
Fax: (973) 773-1302
Contact: Linda J. Buonauro
Founded: 1978
Joined NAPSEC: 1990
Disabilities Served
Mental disabilities, neurological impairments, emotional disturbances, and autism.
Program Description
Established to provide an environment where students could be nurtured. The program is designed to guide students along a path that will allow them to maximize their potential, geared to the successful development of skills, enabling them to interact productively in our society. Instructional strategies are employed conducive to successful and positive growth academically, socially, and behaviorally. The Learning Center also has a commitment to enhance the student’s home stability by providing direct in-home services. Transitional programs within the school prepare these students to lead as self-sufficient a life as possible in the mainstream of society. Services provided include: health services; psychological; vocational/prevocational; social services; occupational therapy; physical therapy; independent living; speech; and language.
Program Profile
Students - Coed
Age Range Served - 2.5 -21
Age at Admission - Varies
I.Q. Range Served - Below average to average
Program - Day
Staff/Pupil Ratio - 1:2
Length of Program - 10 month/extended school year summer program
Enrollment - 86
Admissions Procedures
Contact Director and/or Assistant Director. Submission of academic, psychological, psychiatric, medical, and neurological evaluations, and social history. Interview with child and parent(s)/guardian(s).
Accreditation
N/A.
Funding Approval
State Department of Education, private insurance and private tuition.
|
Learning Clinic
PO Box 324
Brooklyn, CT 06234
Phone: (860) 774-5619
Fax: (860) 774-1037
Contact: Dr. Raymond W. DuCharme, Executive Director
Founded: 1980
Joined NAPSEC: 1999
Disabilities Served
Attention deficit hyperactivity disorder, Tourette’s Syndrome, Asperger’s Syndrome, depression, anxiety, pervasive developmental disorder, oppositional defiant disorder, obsessive-compulsive disorder and learning disorders.
Program Description
The Learning Clinic is a twelve-month co-ed psycho-educational residential and day program for student’s K-12 with average to superior intelligence. Individual, group, and family therapy offered in a self-paced learning environment with a 1:4 ratio. The Learning Clinic has a nurturing, structured family-style residence. Psychiatric care management and medical monitoring provided. Additional program features include: wilderness activities, horse riding, apprenticeship program, computer enhancement, social skills workshops and independent living programs.
Program Profile
Students - Coed
Age Range Served - 6-21
Age at Admission - 6-21
I.Q. Range Served - 90-140
Program - Day, Residential, Summer
Staff/Pupil Ratio - 1:4
Length of Program - 365 days
Enrollment - 70
Admissions Procedures
Educational, psychological and medical records are sent to the admissions team for review and assessment. If the youngster is appropriate then an interview is arranged for family and candidate. If the student is an appropriate candidate, then a student 10-day (or longer) pre-placement visit will be scheduled. Final confirmation on financial responsibility is made as well as a confirmation to parents of admission acceptance.
Accreditation
New England Association of Schools and Colleges (NEASC)
Funding Approval
Funding provided by the following local state agencies: Connecticut, Massachusetts, New York, New Jersey, California.
|
Legacy Treatment Services
Mary A. Dobbins School
243 Pine Street
Mount Holly, NJ 08060
Phone: (609) 267-1550
Fax: (609) 845-1238
Contact: Roy Leitstein
Founded: 1864
Joined NAPSEC: 1997
Disabilities Served
The Children's Home- Mary A. Dobbins School serves students with behavioral challenges and multiple disabilities.
Program Description
Legacy Treatment Services - Mary A. Dobbins School provides interactive and engaging instruction in a full range of subject areas for elementary, middle school and high school students that meet New Jersey Department of Education Core Curriculum Standards. Each classroom has one teacher and two paraprofessionals with no more than 12 students. Classroom teachers best serve the individualized academic needs of students by providing small group and individualized instruction utilizing a learning center model of instruction. The Mary A. Dobbins School is housed in a modern building with state-of-the-art audio visual capabilities, including library, computer lab, and classroom computers. The school offers a complete program of therapy and testing, including the services of social workers, counselors, certified teachers, a learning consultant and reading specialist. In addition, the school offers a vocational component to all high school students that include a contemporary cosmetology/hair styling and culinary arts courses of study.
Program Profile
Enrollment - Coed
Age Range Served - 10-21
Age at Admission - 10 and above
I.Q. Range Served - 60 and above
Program - Day, Residential, Summer
Staff/Pupil Ratio - 3:1
Length of Program - 210 days
Enrollment - 100
Admission Procedures
Candidates for admissions are referred to Legacy Treatment Services Admissions Office by the New Jersey Division of Child Protection and Permanency Case Management, Care Management organizations (CMO), and United Case Management (UCM).
Accreditation
State of New Jersey - Department of Education, Council on Accreditation (COA).
Funding Approval
New Jersey Department of Education.
Legacy Treatment Services was formerly the Children's Home and Drenk Treatment Services. These two programs officially merged on 7/1/14.
|
LeRoy Haynes Education Center
233 West Baseline Road
La Verne, CA 91750
Phone: (909) 593-2581
Fax: (909) 593-3567
Web:
www.leroyhaynes.org

Contact: C.C. Schumm
Founded: 1946
Joined NAPSEC: 2008
Disabilities Served
Autism, developmentally delayed, emotional disturbance, learning disabilities, other health impairments, intellectual disabilities, Asperger's disorder, sensory processing disorder.
Program Description
Program provides educational, social and functional skill training along with behavioral modification to youth ages 6-22 with Individual Education Plans (IEP) through the non-public school. Students are placed on traditional diploma track, GED track or in community based learning program with a certificate of completion based on their individual and unique learning potential.
Program Profile
Students - Coed
Age Range Served - 6-22
Age at Admission - 6-18
I.Q. Range Served - N/A
Program - Residential, Day Program
Staff/Pupil Ratio - 2:12
Length of Program - 180 Days
Enrollment - 132
Admission Procedures
Students meet eligibility criteria based on school district assessment. IEP Team determine placement and those districts contracting with the LHC makes referrals to the non-public school. The non-public school reviews the student's records, schedules interview with the student and make determination of admission.
Accreditation
CAPSES, Licensed through the California Department of Education.
Funding Approval
Funding is through contracting school district.
|
LifeScape
2501 W 26th St., Sioux Falls, SD 57105
Phone: (605) 444-9632
Web:
www.lifescapesd.org

Executive Director / Program Head: Vicki Isler
Email: vicki.isler@lifescapesd.org
List national/state agencies that approve/license program with dates of validation
- South Dakota DOE for the two Specialty Schools July 1, 2018 to June 30, 2019 for certification (issued yearly). Site Visit completed 1/5/2017 and good through 1/5/2022
- South Dakota DHS for the Intermediate Care Facility (Children's Residential) last complete 5/5/2018 and is valid for 1 year
- Iowa DHS for Intermediate Care Facility (Children's Residential) last completed 9/26/18 and is valid for 1 year
|
Lighthouse School
25 Wellman Avenue
North Chelmsford, MA 01863-1334
Phone: (978) 251-4050
Fax: (978) 251-8979
Contact: Dr. Michael Pappafagos, President & CEO
Founded: 1967
Joined NAPSEC: 1985
Disabilities Served
Enrolled students have heterogeneous and oftentimes multivariate disabilities that represent four specific categories. These four categories comprise clusters, which congregate students according to diagnoses, age, developmental level, and required services.
Program Description
An important aspect of the doctrine at Lighthouse School is to individually plan for each student’s educational and therapeutic needs. Subjects and disciplines are departmentalized, and all staff provides each student with services relative to his or her age, abilities, emotional disposition, and degrees of competence and proficiency. Departments consist of education, vocational, medical, neuromotor, clinical, and communication.
Lighthouse School offers interdisciplinary services with abundant time and effort directed at synchronizing the delivery of services in order to maximize consistency and enhance learning. In order to optimize programmatic effectiveness, Lighthouse School developed a bioeducational (or life educational) treatment philosophy called APEX (Assimilated Personal Enrichment Experiences) that regards total life development as a prerequisite to all other developmental accomplishments including academic achievement.
Lighthouse School treatment philosophy is based on the notion that life development opportunities represent the highest priority for educational intervention. This is because life development opportunities so strongly affect a person's future chances of achieving functional adaptation. Functional adaptation in its generic sense refers to the set of skills and abilities that collectively represent a person's capacity to successfully cope with the various challenges of life.
Program Profile
Students - Coed
Age Range - 3-22
Age at Admission - Variable
I.Q. Range Served - 35-150
Program - Comprehensive Biodevelopmental Services Model
Staff/Pupil Ratio - .75:1.0 L
Length of Program - 10 months on campus with extensive evening, weekend, and summer services at students' residences
Enrollment - 232
Admission Procedures
The referral/enrollment process occurs as follows: (1) Inquiries received; (2) School system and parents invited for tour of program and assessment of child; (3) Determination made regarding appropriateness of child for possible enrollment; (4) Child assigned to a prioritized waiting list according to presenting needs.
Accreditation
Massachusetts Department of Elementary and Secondary Education
Funding Approval
The Commonwealth of Massachusetts Executive Office for Administration and Finance Operational Services Division
|
|
Lord Stirling School
99 Lord Stirling Road
Basking Ridge, NJ 07920
Phone: (908) 766-1786
Fax: (908) 766-9443
Web:
www.lordstirling.org

Contact: Barbara Strickarz
Founded: 1965
Joined NAPSEC: 1984
Disabilities Served
Students with emotional disturbance and behavior disabilities.
Program Description
Since 1965 Lord Stirling School has successfully helped students redirect their lives towards positive goals, achieve skills and mature personally, emotionally, behaviorally, and academically. Some students, because of a learning or emotional disability, require a place where they may receive individualized instruction, specialized classes and innovative programs geared to their special needs. Lord Stirling provides a supportive, therapeutic environment that builds self-esteem and self-confidence, placing special emphasis on intensive one-on-one counseling and psychiatric consultation.
Program Profile
Students - Coed
Age Range Served - 12-21
Age at Admission - 12 -19
I.Q. Range Served - 60 to 120 - borderline to high average
Program - Day, Summer
Staff/Pupil Ratio - 2:1
Length of Program - 180 days plus 30 day ESY
Enrollment - 32
Admission Procedures
LEA referral - CST records and IEP - intake on LSS campus student and parent/guardian.
Accreditation
Middle States Accreditation in process.
Funding Approval
New Jersey DOE.
|
The Mann RTC
6501 North Charles Street, Building A
Baltimore, MD 21204
Phone: (410) 938-4600
Fax: (410) 938-4499
Director: Kathleen A. Flannery
Founded: Sheppard Pratt Health System, 1853
Joined NAPSEC: 2011
Disabilities Served
The Mann Residential School is a Type I non-public special education program including the following components: a Full day and partial day special education and related services for students with emotional disturbance in 6-12 and a General Education program for students in Grades 6-12.
Program Description
The Mann Residential School is a Type I nonpublic educational program: a Full day and partial day special education and related services for male and female students with emotional disturbance in Grades 6-12 and a General Education program for students in Grades 6-12. The Mann Residential School serves students ages 11-21 that reside in the Mann Residential Program located on our campus.
Program Profile
Students - Coed
Age Range Served - 12-21
Age at Admission - 12-18
I.Q. Range Served - 75-85 (have served students with below 70)
Staff/Pupil Ratio - Varies; typically 4:1
Length of Program - 214 days
Enrollment - 60
Admission Procedures
All referrals are processed without regard to race, color, religion, sex, or national origin. The Mann Residential School accepts students who demonstrate a capacity to benefit from the educational and therapeutic services offered.
The Mann Residential School serves male and female students ages eleven through 21. For our special education program, students are identified as educationally disabled with the primary disability being either emotionally disturbed or other secondary disorders. Typically, Mann Residential students have difficulty with self-regulation, problems in their relationships with adults and peers, and are often unable to accept limits from adults. We offer a full day and partial day special education and related services for students with emotional disturbance in Grades 6-12; and a General Education program for students in Grades 6-12.
Our students’ academic performance may range from significantly below grade level, on grade level, to above grade level. Many have multi-sensory difficulties, receptive and expressive language based difficulties, cognitive impairments, and benefit from a small, proactive, structured, individualized classroom environment twelve months of the year.
The Mann Residential School may accept students who are actively involved with illicit drugs and/or alcohol or students who are unable to control their impulsive acts. However, such admissions are evaluated on a case-by-case basis. The Mann Residential School will not accept students in grades Pre-K through 5.
Accreditation
JACHO
Funding Approval
Maryland State Department of Education.
|
Matheny School
65 Highland Avenue, PO Box 339
Peapack, NJ 07977
Phone: (908) 234-0011 x234
Fax: (908) 719-2137
Web:
www.matheny.org

Contact: Sean P. Murphy, Principal
Founded: 1946
Joined NAPSEC: 2000
Disabilities Served
Preschool Disabilities, Multiple Disabilities (made up from children who present with two or more of the following: Cerebral palsy, chromosomal disorders, specific learning disabilities, intellectual disabilities, severe disabilities, behavior disorders, autism spectrum disorders, communication disorders, deaf or hard of hearing, blind or low vision, physical disabilities and health impairments.
Program Description
We have a Private Day School for Students with Disabilities attached to a Residential Hospital. Programs in the school (preschool disabled and multiple disabilities) are innovative and fun and supported by a comprehensive therapeutic and school health services division. All strategies, techniques and equipment utilized in the school are complemented by similar programs within the hospital.
Students' achievements are celebrated while their abilities are extended through the use of assisted and instructional technologies. From custom powerchairs constructed onsite to SMARTBoards, eye-gaze technology, and iPads used throughout the program, we continue to explore new ways to help your child.
We are known for our work with people with Lesch-Nyhan, our Assistive and Instructional Technology, and our ability to help each individual excel. We welcome any opportunity to partner with parents, districts and other schools to ensure quality education and care.
Program Profile
Students - Coed
Age Range Served - 3-21
Age at Admission - 3 - 16
I.Q. Range Served - Contact School
Program - Residential, Day, Summer
Staff/Pupil Ratio - 1:3 or less in class
Length of Program - 221 days
Enrollment - 54
Admission Procedures
Please contact Deborah Andreoni phone (908) 234-0011, ext. 237. It would be helpful if you let her know that you have been referred by NAPSEC as we are tracking our referrals.
Accreditation
JCAHO, CARF, Middle States Association of Colleges and Schools
Funding Approval
New Jersey Department of Education, New York Department of Education.
|
The Midland School
94 Readington Road
PO Box 5026
North Branch, NJ 08876
Phone: (908) 722-8222
Fax: (908) 722-1547
Contact: Shawn M. McInerney
Founded: 1960
Joined NAPSEC: 1977
Disabilities Served
Multiple disabilities, mild and moderate cognitive disabilities, communication impairments.
Program Description
The Midland School is a private, non-profit school serving the special educational needs of children with learning disabilities, communication impairments, mild to moderate cognitive impairments and multiple disabilities. The school provides a comprehensive remedial education program in reading, mathematics, language arts, social studies, and science. Classes in music, art, general shop, and adaptive physical education also provide opportunities for growth and stimulation. Programs to develop self-help and daily living skills are integral to the development of each student. Community based instruction and experiences enhance the student's ability to function independently in the greater community.
Health services are provided by school nurses in the area of personal care, education, and personal counseling. Psychological and social work services are available for students, parents, and families in both individual and group counseling sessions as well as through specialized programs. Speech and language therapy provide opportunities for improving receptive and expressive language skills. A consultative occupational therapy model is integrated into all aspects of the program. A comprehensive career education program stressing career awareness and career exploration clusters aid the student in career planning. Job training and placement services are provided. School-to-work transition planning is emphasized. Social and recreational experiences are provided on weekends and after school. Family support programs including weekend respites for students, informational workshops for parents, and family picnics and special events are held throughout the year.
In addition to the school programs, Midland Adult Services, Inc. provides community housing, job training, job placement services, and social/recreational activities to support and enrich the lives of adults with special needs.
Program Profile
Students - Coed
Age Range Served - 5-21
Age at Admission - 5-20
I.Q. Range Served - 55-112
Program - Day
Staff/Pupil Ratio - 1:3
Length of Program - 10 months; extended school year
Enrollment - 184
Admission Procedures
Public School Child Study Team makes referrals to admissions office.
Accreditation
New Jersey State Department of Education and ASAH. Also recognized by the U.S. Department of Education as a "Blue Ribbon School".
Funding Approval
New Jersey State Department of Education.
|
The Monarch School at The Monarch Institute
2815 Rosefield Drive
Houston, TX 77080
Phone: (713) 479-0800
Fax: (713) 933-0567
Contact: Patti Pace, Head of School and Institute
Founded: 1997
Joined NAPSEC: 1997
Disabilities Served
Neurological differences such as Autism Spectrum Disorders (Autistic Disorder, Asperger’s Disorder, PDD-NOS), Attention Deficit (Hyperactivity) Disorder, Learning Disabilities, Tourette’s Syndrome, Mood Disorders (Bipolar Disorder, Depression), Traumatic Brain Injury, and Seizure Disorders.
Program Description
The Monarch Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences. We have a developmentally based program and our Four Core Goals of Academic/Professional Competence, Relationship Development, Self-Awareness/Regulation, and Executive Function serves individuals three years to thirty-three years of age. Classroom Instruction, Life Academy, and Transitional Living Programs are offered.
Program Profile
Students - Coed
Age Range Served - 3-33
Age at Admission - Any of the above
I.Q. Range Served - 50-140
Program - Day, Transitional Living, Summer
Staff/Pupil Ratio - 1:2.5
Length of Program - 175 days, plus 25 day summer program
Enrollment - 150
Admission Procedures
An information packet is given to a parent/guardian following an inquiry or a referral. After a tour of the school, an initial visit with the Director of Admissions can be arranged for additional information.
An application is given to interested families upon request. Applications may also be downloaded from our website. The following items must be submitted before the admissions process can begin:
• Completed application form with a non-refundable $550.00 processing fee.
• Results of psycho-educational testing within the last 12 months are required, including intellectual testing (IQ) and achievement testing.
• A diagnostic impression from a clinician and/or a formal diagnosis.
• The most recent copies of all speech and language assessments, occupational therapy reports, physical therapy reports, if any
• Individualized educational plans, report cards and/or transcripts, and any other pertinent information
The application is reviewed by the Admissions Director and the Psychology Team to determine if the appropriate testing has been submitted, if the applicant’s therapeutic needs can be met at The Monarch School, and to make a preliminary recommendation regarding the appropriate program level for the prospective student.
Accreditation
AdvanceEd, SACS-CASI.
Funding Approval
N/A.
|
Montgomery Academy
188 Mount Airy Road
Basking Ridge, NJ 07920
Phone: (908) 766-0362
Fax: (908) 766-0936
Contact: Anthony G. Gebbia
Founded: 1970
Joined NAPSEC: 1997
Disabilities Served
Social, emotional, and learning differences. Autism Spectrum Disorders, Asperger's/ Pervasive Developmental Disorder, School Phobic, and Anxiety Disorders.
Program Description
Montgomery Academy’s teachers and support staff help students to increase their knowledge and maintain a level of learning consistent with each sending districts program and the requirements of their I.E.P. Our goal is to provide an academic program within a safe and supportive atmosphere. The school social workers provide counseling and support for individual students. Our learning program includes technology, woodworking, theater, music, art, speech and language and physical education.
Program Profile
Students - Coed
Age Range Served - 5-21
Age at Admission - 5
I.Q. Range Served - Average
Program - Day
Staff/Pupil Ratio - 1:3
Length of Program - 180 days + ESY
Enrollment - 100
Admission Procedures
The school district furnishes student records for a preliminary screening. Upon completion of the review by the management team, an intake interview is scheduled if it is felt the student is a candidate for the program. The intake is attended by the student, the parent(s) or guardian, and a representative from the school district. Acceptance is based upon a student’s unique needs and a determination of the school’s ability to meet those needs. Students must be capable of some degree of independence and interdependent functioning.
Accreditation
N/A.
Funding Approval
State of New Jersey.
|
Mount Carmel Guild Academy
100 Valley Way
West Orange, NJ 07052
Phone: (973) 325-4400
Fax: (973) 669-8450
Web:
www.mcgschools.com

Contact: James Badavas
Founded: 1995
Joined NAPSEC: 1995
Disabilities Served
Autism, Down Syndrome, Cerebral Palsy, multiple disabilities, and other health impaired.
Program Description
Mount Carmel Guild School and Pre-School provides speech therapy, OT/sensory integration, physical therapy, music therapy and play therapy. A daycare on site provides aftercare for some students as well as collaboration in some activities.
Program Profile
Students - Coed
Age Range Served - 3-7 Pre-School
Age at Admission - Depends
I.Q. Range Served - 55-100
Program - Day
Staff/Pupil Ratio - 21:30
Length of Program - 210
Enrollment - 29
Admissions Procedures
Admission process initiated by sending district of the applicant.
Accreditation
N/A
Funding Approval
State of New Jersey