Y.A.L.E School’s Mansfield Township campus, located in northwestern Burlington County, just off Route 295 and the New Jersey Turnpike, serves students 8 to 14 years of age with social learning disabilities such as ASD, high-functioning autism, and ADHD. The program provides a full-day educational program, with extended school year services available. Small classes and low student-teacher ratios give teachers and staff the time and structure needed to provide individualized instruction.
The Mansfield Township campus operates in a modern public elementary/middle school building, allowing students to interact with typical peers.
Because many students with Asperger’s struggle with writing and reading comprehension, the program emphasizes critical thinking and reasoning skills. To help with reading and writing, each student is provided with a personal IPAD/Keyboard.
Most students at our Mansfield Township campus are on grade level—some are gifted—but many have learning disabilities associated with Asperger’s.
Y.A.L.E. School Mansfield Township Team Leader:
Fred Gruber, M.Ed. - Assistant Director at Y.A.L.E. School’s Mansfield Township campus.
Fred joined the Y.A.L.E. School family of programs in 1985 as a teacher assistant and has been with the school since that time.
He earned his undergraduate degree from Rutgers University and his master’s degree in special education from Antioch University. He served on the adjunct faculty at the College of New Jersey and served on the evaluation team for the Middle States Commission on Higher Education.
With more than three decades of experience working with students with disabilities in both self-contained and inclusive special education program, Fred is committed to data-driven instruction and intervention.
The Mansfield Township campus offers:
- Low student-to-staff ratio
- Small classes limited to nine students
- Highly-qualified teachers including BCBA and LSW
- Small group instruction
- Data-based instruction and intervention
- Positive behavior support system
- Opportunities for interacting with typical peers
- Highly individualized and behaviorally-based motivational systems
- OT service/consultation and reading support.
- Instruction in pragmatic language
- Direct instruction in social skills using evidence-based strategies
- A curriculum stressing academics, writing, and reading comprehension, critical thinking and reasoning, and social and community skills
- Speech therapy, as required by the student’s IEP
- Frequent trips and activities in the community
- Non-competitive physical education (swimming, karate, yoga) both at the school and in the community
- Community-based instruction
- Frequent communication between school, home, and the student’s home district
- An extended school year program