Rooted in the belief that each child deserves an environment in which they can flourish, the Monarch School of New England designs programs based on the individual needs and capabilities of each student.   Students here are seen for their abilities, not for their disabilities – for their capacity to learn and to grow.   

Teachers, Education Technicians, Ph.D. Behaviorist, Occupational Therapists, Physical Therapists and Speech & Language Pathologists are all involved in supporting a child’s learning.   It’s a team approach in which the needs of the whole person are addressed.

VISION

The Monarch School of New England brings individuals with intellectual, physical, medical and behavioral disabilities into the mainstream of everyday life.

MISSION

The Monarch School of New England supports individuals with special needs so they can realize their greatest potential.  In this nurturing environment, a comprehensively trained staff works one-on-one with each individual, uniquely integrating both education and therapy, to ensure successful transitions to school and the community.

APPROACH

Our success is predicated on the belief that services can be more effectively provided through an interdisciplinary approach and with a vast array of traditional and innovative programs.  Education is the basis for working with each child; lessons are aligned with the Frameworks and Standards of the New Hampshire Department of Education.

This approach requires cooperation, collaboration and team work with parents, teachers, therapists, program assistants, educational technicians, district personnel, community and other stakeholders.  Our programs are flexible, adaptable and portable – the Monarch School can develop and execute programs to fit the needs of any person with special needs in any environment.

PROGRAMS

Chrysalis:  Provides integrated services to students who require interventions over an indeterminate period of time with annual reviews.

Futures:  Provides integrated services to students who require interventions over a period of 6 to 24 months, based on individual needs with periodic reviews (monthly to quarterly.).  MSNE will collaborate with the district to provide a smooth transition back to the sending district.  Collaboration for a common purpose.

Consulting:  Provides school-based support, technical assistance, program development and transition services for students with special needs.  We work with schools through a team-based, integrative approach, reflecting the method in which our services are delivered to students.