League School

SCHOOL
League School of Greater Boston

Address: 300 Boston Providence Turnpike City: East Walpole, MA 02032 Phone: (508) 850-3900 EXT. 513 Fax: (508) 660-2442 Website: http://www.leagueschool.com Student population:
- Asperger's Syndrome
- Autism
- Learning Disabled
- Non-Verbal Learning Disabled
- Pervasive Development Disorder (PDD)
School type:
- Chapter 766 School - Day
- Chapter 766 School – Residential
Downloadable pdf Contacts: Pat Connolly Admissions Coordinator , School profile:
  • Enrollment:                  M/F
  • Age Range Served:      3-22
  • Age at Admission:       3-22
  • Program:                      Day/Residential
  • Pupil/Staff Ratio:         Day: 6:1, 8:1:2 /Res: 2:1, 4:1
  • # of Months Open:      12
  • # of Days Open:          216 day/365 residential
  • Current Enrollment:     87
Admission procedures: LeagueSchool will take into consideration all referrals for enrollment into the program that are submitted by a sending local education agency or other state agency. Referrals are accepted from school systems both in and out-of-state. The LeagueSchool employs a rolling admissions process, which is designed to ensure we serve students who can benefit most from our educational approach, techniques and programs, while adhering to the individual local educational agency’s referral and out-of-district placement policies. The admissions process includes a tour, an initial student intake and a full day student intake. Approval: League School of Greater Boston is licensed by the Commonwealth of Massachusetts Department of Elementary and Secondary Education and the Massachusetts Department of Early Education and Care (EEC). League School is also accredited by the Private Schools Accreditation Affiliations: The League School is a member of the Massachusetts Association of 766 Approved Private Schools (MAAPS) and the National Association of Private Special Education Centers (NAPSEC). Alliance. Programs and services: The League School provides year-round (12 mos.) specialized day programming as well as residential treatment for students ranging in age from 3 to 22 and has a maximum of 110 students. School is in session a total of 216 days per year. League School also operates two residential homes which are available to approximately 20 students and are in session a total of 365 days a year. The school program offered is a language based model involving specialized, individualized, experientially based instruction to meet the particular needs of our students. League School offers programming in the following areas: academics, social pragmatics, communication/language, sensory integration, occupational therapy, daily living skills training and community based vocational training. The League School of Greater Boston is the first private school in Massachusetts to adopt the SCERTS model. SCERTS is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges people with autism spectrum disorder (ASD) and related disabilities and their families face. Facilities: A one-level, 35,000-square-foot building set on 12 scenic acres in Walpole, Massachusetts. Our state-of-the-art classrooms, recreational facilities and common areas are specifically designed to meet the sensory and environmental needs of our students. The building itself houses classrooms, work areas, specialized instruction area, as well as a state of the art vocational kitchen, fully equipped large gym, sensory integration room and a school store. League School's residential houses are located near the school. History: LeagueSchool was founded in 1966 by a small group of parents aided by Dr. Carl Fenichel. At the core of the philosophy of the LeagueSchool are three values: teamwork, communication, and respect.  The LeagueSchool strives to ensure that all aspects of our program incorporate these values.  The treatment philosophy of the LeagueSchool comes directly from its understanding of the children it serves as neurologically or otherwise organically impaired. The LeagueSchool believes that education, in its broadest sense, is the most appropriate treatment tool available, and bases its interventions for each child on constant, ongoing assessment of the child’s level of emotional, cognitive, language, and social development. Each of these pivotal areas of development is considered of prime importance and is given equal attention in the treatment program.  Because of the pervasive nature of their special needs, the total environment provided for the child is intended to be both educational and therapeutic.
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