Y.A.L.E. School’s Medford campus in central Burlington County off Route 70, serves students 5 to 14 years of age with social learning disabilities such as Asperger’s disorder (Asperger’s syndrome), high-functioning autism, and ADHD. The program provides a full day of instruction with an extended school year program available. Student-teacher ratios are low, giving our teachers and staff the time and structure needed for individualized instruction. Our Medford campus operates classrooms in two public school buildings in Medford, allowing students the opportunity to interact with typical peers.
Because many students with Asperger’s struggle with writing, reading comprehension, and pragmatics of language, instruction focuses on developing critical thinking and reasoning skills.
To help with reading and writing, each student uses a personal AlphaSmart NEO word processor. Most students at our Medford campus are on grade level—some are gifted—but many have learning disabilities associated with Asperger’s.
Y.A.L.E. School Medford Team Leader:
Fred Gruber, M.Ed. - Assistant Director at Y.A.L.E. School’s Medford 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 Medford campus offers:
- Low student-to-staff ratio
- Small classes limited to nine students
- Highly-qualified teachers
- Small group instruction
- Data-based instruction and intervention
- Positive behavior support system
- Opportunities for interaction with typical peers
- Highly individualized, behaviorally-based motivational system
- A sensory friendly classroom
- Instruction in pragmatic language
- Direct instruction in social skills using evidence-based strategies
- Speech therapy, as required by the student’s IEP
- A curriculum that stresses academics, writing and reading comprehension, critical thinking and reasoning,
self-management, social competence and community skills
- Frequent trips and activities in the community
- Non-competitive physical education (e.g. swimming, karate, yoga) 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