Y.A.L.E. School provides a positive approach to learning for students with disabilities 3 to 21 years of age, who need a specialized setting in order to benefit from education.
Established in 1976, Y.A.L.E. School has an impressive track record of success. We are a New Jersey state-approved private school for students with disabilities.
On our campuses, Y.A.L.E. School serves students with social, emotional, learning, and behavioral disabilities from Atlantic, Burlington, Camden, Cape May, Gloucester, Mercer, Middlesex, Monmouth, Ocean, and Salem counties.
Together, Y.A.L.E. School’s programs offer a continuum of educational and support services to meet the needs of a wide range of students across their academic career.
At Y.A.L.E. School, our students’ learning is based on science, understanding, and compassion in the classroom, delivered by talented and well-trained teams of career educators and specialists. Click here for more about our teachers.
Our programs are fully approved and monitored by the New Jersey Department of Education and comply with state and federal rules and regulations.
Most students at Y.A.L.E. School are referred by their local school district; they attend at no cost to parents. Click here to learn more about our admissions process.
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Mission and Philosophy
Since 1976, Y.A.L.E. School’s mission has remained consistent: To provide a structured, enriched, and safe environment that meets each student’s educational needs, and helps each student develop the knowledge and skills to become an independent and responsible citizen.
At Y.A.L.E. School, we believe every student deserves high quality, evidence-based instructional strategies designed to promote meaningful progress.
We are committed to helping students use the skills they learn in school. To that end, we provide instruction in real-life settings—parks, libraries, restaurants, supermarkets, health clubs, and more—to prepare our students for success outside of school.
About our students
Students come to Y.A.L.E. School with a wide range of abilities and aspirations. Many have experienced learning, emotional, and social frustrations in other school settings, at home, and in their communities.
Often, they have one or more clinical diagnoses including anxiety disorder; Asperger’s disorder (Asperger’s syndrome); attention deficit disorder/hyperactivity disorder (ADHD); autism spectrum disorder, including Social Communication Disorder and pervasive developmental disorder-not otherwise specified (PDD-NOS); bipolar and other mood disorders; obsessive-compulsive disorder; oppositional defiant disorder; specific learning disability; or Tourette’s syndrome.
While each student is unique, each shares a learning profile with our other students. They require individualized, comprehensive, evidence-based intervention, and a school that is staffed by well-trained professionals who understand and appreciate them, as well as prove deeply committed to students’ individual progress and well-being.
About our faculty and staff
Teachers and administrators at Y.A.L.E. School are highly-qualified, career-oriented special educators.
Our staff is trained in the use of evidence-based instructional methods; we consistently review emerging research to be sure our teachers maintain superior strategies and therapies.
We are committed to ensuring that our faculty and staff are properly equipped, educated, and prepared to teach. Staff receives ongoing supervision, intensive training, coaching, and consultation related to their responsibilities.
Staff is observed frequently and given feedback to ensure our programs are consistently and correctly implemented.
Y.A.L.E. School values personal qualities in our staff that make them better teachers. Y.A.L.E. School staff members are:
Dedicated — Our teachers will “go the distance” for their students.
Lifelong Learners — Our teachers seek to learn as much as possible about their students, their disabilities, and ways to help them learn.
Organized — Our teachers give their classes the physical and academic structure students need.
Intuitive — Our teachers are watchful. They anticipate students’ needs and address their concerns promptly, even when students cannot describe them. This refined sense of intuition can minimize or prevent difficult situations.
Creative — Our teachers know how to think differently. They are alert to new opportunities to explain and demonstrate subject matter, and can interpret student behavior.
Optimistic — Our teachers know that for some students, seemingly simple tasks can be long, arduous struggles. Our teachers offer hope and encouragement in the most difficult situations.
Accepting — Our teachers appreciate their students and value them for who they are. Students respond best to teachers who they feel are attuned to them, who “get them.”
Even-keeled — Our teachers know that students can be unpredictable. Our teachers are self-assured in times of crisis, and instill in our students a sense of confidence and security.