“The Y.A.L.E. School has transformed our son's quality of life. There are no words to describe how wonderful it has been to see his self-esteem soar. We're incredibly grateful for the environment provided at The Y.A.L.E. School, where our son is happy and thriving.” — Robert and Audrey M.
I have always thought highly of The Y.A.L.E. School programs. They are well-organized, soundly administered, humane, and effective. The staff is unusually competent. Y.A.L.E. is in a constant state of evolution regarding modern-day philosophies and best practices. I believe it should be a model for other organizations.
—Saul Axelrod Ph.D.
Professor of Special Education Curriculum, Instruction, and Technology, Temple University
I am consistently impressed with the caring and professionalism demonstrated by the staff at The Y.A.L.E. School, and I am always happy when one of my patients is accepted to Y.A.L.E.
—Dr. James Coplan, MD
Neurodevelopmental Pediatrician and internationally-recognized author of Making Sense of Autistic Spectrum Disorders
Y.A.L.E. School is one of those places where kids who are different can feel safe and learn the skills to succeed in the wider world. We need more schools like this. I wish I’d been able to attend when I was young!
—John Elder Robison
Author, Look Me In The Eye and Be Different
I have been consistently impressed with the adolescent and transition programs at Y.A.L.E. While maintaining a solid commitment to evidence-based intervention, they regularly “push the envelope” to apply best practices in the community, the typical school environment and the work place. This broader definition of ‘educational context’ allows them to develop and implement quality services to adolescents with autism, their families and the communities in which they live.
—Peter F. Gerhardt, Ed.D.
JPG Consultation Group
The Y.A.L.E. School staff is striking in its commitment to providing exceptional services to its clients. Whether in the role of supporting adolescents and young adults as they aim for independent functioning in the community, or in the role of addressing challenging behaviors in young early learners, every Y.A.L.E. staff member that I have come across is constantly in pursuit of the absolute best practice for the students they serve. Any student would benefit from an educational team with this level of devotion to their success.
—Beth Glasberg-Katz Ph.D., BCBA-D
Coordinator, Masters Program in Applied Psychology Behavior Analysis Concentration, Rider University
The Y.A.L.E. School Medford campus’s school within a school model is a unique and innovative approach that supports students’ individualized needs. The model offers students the academic, behavioral and social supports they need for success, within a school environment that fosters relationships, encourages meaningful engagement in school activities, and provides a true school experience. As a board certified behavior analyst and Director of the School Psychology program at PCOM, I was impressed by the climate in the classrooms. There is a focus on teaching appropriate behaviors and preventing behavior problems from occurring through meaningful engagement in tasks and positive behavior supports. The faculty is professional, supportive and engaging, which fosters a structured and positive classroom environment conducive for learning.
—Jessica Glass Kendorski Ph.D., NCSP, BCBA-D
Director MS School Psychology Program/Assistant Professor,
Philadelphia College of Osteopathic Medicine
For more than a decade I’ve observed The Y.A.L.E. School programs. I’ve constantly been impressed by The Y.A.L.E. School’s high quality of instruction, ongoing monitoring of student progress, and ongoing attempts of teachers and administrators to improve what is already a fine set of programs for humanely educating children and youth with special needs. If I had to choose three words to summarize my many impressions of The Y.A.L.E. School, I would choose ‘systematic’, ‘structured’ and ‘humane.’
—Howard Margolis, Ed.D.
Professor Emeritus, Reading Disabilities & Special Education, City University of New York
Having visited Y.A.L.E.’s Medford campus, I was impressed with the individualized attention that students receive, the integration of behavioral and educational approaches, the multiple approaches used to positively engage students, and the orientation to transitioning students back to regular classrooms. I have had patients who attended Y.A.L.E. and had very good results. I commend you on your great work.
—Andres J. Pumariega, M.D.
Cooper University Health Care
Leaders at The Y.A.L.E. School Northfield campus have worked with me and my staff to help clients identify, control and change negative behaviors. They have worked closely with us to ensure our staff understood the Individual Service Plans (ISP’s) and behavioral plans, and knew how to correctly implement them in the school, at home and in the community.
Cape Atlantic I.N.K. Care Management Organization
The Y.A.L.E. School’s programs have consistently been the most innovative and high quality in the Delaware Valley. They were the first to embrace the private school within a public school model for students with autism, and their campuses for students with Asperger’s Syndrome are the best of their kind in the region. I would not hesitate to send one of my kids to The Y.A.L.E. School.
—Matthew Tincani, Ph.D., BCBA-D
Associate Professor, Special Education and Applied Behavior Analysis Programs, Temple University
If you are a professional and would like to make a positive testimonial about your Y.A.L.E. School experience, please use our Testimonial Feedback form.
All content is ©1987-2013 The Y.A.L.E. School Site Help