Laurel School of Princeton provides an enriched educational experience for students who have dyslexia and related learning differences such as ADHD, dyscalculia and dysgraphia. In particular, the Upper School provides a learning environment where older students can begin to expand on their unique strengths and interests in a safe and supportive learning environment while continuing to address areas of academic need. Laurel School students bring incredible talents, skills and creativity to our program, and at Laurel they find passionate teachers who understand how they learn best, helping them to build on their strengths and achieve academic success.
Our students have the opportunity to build friendships with their peers and strong connections with their teachers in a warm, caring learning environment. They begin to build self esteem from the first day they arrive at Laurel School, and the transformation is often remarkable. Each student builds personal relationships with our faculty, who have high expectations for them to show greatness, explore leadership capabilities, develop community and global awareness, and further their creativity and academic prowess.
Established in 2012, The Laurel School provides special education to early learners who show clear signs of dyslexia. The school serves students in Hopewell, NJ, and surrounding areas across New Jersey and Pennsylvania and beyond.
Gordon F. Sherman, Ph.D. and Dee Rosenberg, M.A., LDT/C created a school where students with dyslexia can thrive in an environment that is truly “Designed for the Dyslexic Mind.” Together Dr. Sherman and Ms. Rosenberg have more than 40 years of research, teaching, training, speaking and consulting experience in dyslexia combined.
The Laurel School is the newest component of the Newgrange family of services, which focuses exclusively on developmental dyslexia. Unlike other dyslexia schools, the Laurel School benefits from the expertise of The Newgrange School, a state-approved school for students with disabilities, and from the services offered through the Robinowitz Education Center. The Education Center provides professional development programs for teachers, educational evaluations, tutoring, and educational consulting. The Newgrange organization was founded in 1977.
The Laurel School’s Executive Director Emeritus, Dr. Gordon F. Sherman, is internationally recognized for his contributions to the field of brain research, teaching methodologies, and service to the dyslexia community. Dr. Sherman is a former President and board member of the International Dyslexia Association. Before joining Newgrange in 2000, he was a Harvard-based researcher in neuroscience.
The expert staff of the Laurel School has years of experience providing diagnostic and prescriptive teaching. Our language arts program emphasizes direct, systematic, and cumulative instruction that builds on the foundations of literacy and academic language. Our math and science programs are inquiry-based and structured to meet the standards of excellence of the National Science Resource Center (NSRC) and National Council for Teachers of Mathematics. Additional subjects are taught through interactive lessons, capitalizing on experiences that enhance memory and the generalization of skills.
Our uniquely informed, research-based approach puts us at a distinct advantage to support students with dyslexia. Inquiries are welcomed from reading specialists, parents of children with learning disabilities, and those in the special education community seeking an independent school program offering multisensory language instruction.
The Mission of The Laurel School is to improve educational outcomes for people with learning disabilities and to empower them to become accomplished, dynamic members of society. We will achieve this through evidence-based instruction for our students and expert professional development for educators.
The Laurel School of Princeton is dedicated to ensuring that dyslexic children and those with other language-based language-based learning differences the earliest grades become confident learners who are eager to demonstrate their individual strengths. Early intervention takes advantage of the “neuroplasticity” of the brain, providing a strong foundation for learning. We strive to inspire our students and equip them with the tools needed to achieve academic success. We achieve this through a powerful combination of teaching methodologies and technology. Our highly structured Orton–Gillingham multisensory program enhances academics, and also provides opportunities to nurture creative spirits.
As a specialized school, we individualize instruction to the unique learning challenges of our students. We foster the exploration of their gifts and talents both in and out of the school environment. We believe it is critical to provide experiences that validate their individuality while building confidence and self-esteem. Resilient children are more successful as adults.
In a world of cultural diversity, it is essential that children learn to appreciate and accept the differences of others. Towards these ends, we strive to build community among our students, staff our families. While we cherish each child’s individuality, we know the importance of working together to provide a supportive and safe environment for learning.
We build a solid foundation for our students, helping them reach new heights and a deep appreciation for the value of hard work, persistence, and thoughtfulness.
Our teachers provide reading instruction in compliance with the Knowledge and Practice Standards for Teachers of Reading developed by specialists at the International Dyslexia Association.
We regularly consult with nationally-known literacy and dyslexia experts to ensure that our instructional practices are current and evidence-based.