The League School of Greater Boston is a leading private day and residential school for students ages 3 to 22 diagnosed with autism spectrum disorder.

Our year-round, private educational program offers a full range of social, academic, behavioral and community-life-skills curricula to meet the individual strengths and needs of a diverse population.

The SCERTS model provides a consistent focus on the key challenges facing people with autism, proven support techniques for educators and families, a common language, and a research-based assessment.

The League School’s residential program is open in Norwood and Walpole 365 days a year and is licensed for up to 20 residents.

Our clinical services focus on helping students regulate their emotions through identifying their feelings and helping to appropriately express themselves.

At League School, we believe that if students are given the right set of challenges and supportive strategies, they will grow and achieve success.

Special Announcement

League School to Make Joint Presentation With Easter Seals

On Wednesday, June 15th, staff members from League School will join personnel from Easter Seals to co-present “Research and Best Practices in the Transition Process” at theEmerging Trends: A Conference on High-Impact Transition Practices at Westfield State University. After visiting the school last year, the Easter Seals organization was quite impressed with the transition program in place at League – we asked them to co-partner with us so that we could share our expertise with others.  Speaking at this conference will give us an opportunity to speak with others about our evolving practices, provide them with access to our accumulated knowledge in this area, and receive their valuable feedback.  This represents a wonderful opportunity to let people know about the innovative programs at League School and we are looking forward to participating in the... read more

Development News

It Takes a Great Team to Make a Great League

On Sunday August 21st, a committed team of teachers, parents and friends will represent League School at the 44th Running of the Falmouth Road Race. Laura Davis – parent Jennifer Glibkowski – staff Michael Locanto – friend Amie Longo -parent Kristin Lovering – staff Catherine Petringa – former staff Patrick Powers – friend Bridget Ryan – former staff Lindsay Wagner – staff They have been training hard and working even harder to reach their goal of raising $10,000. Please consider supporting their fundraising efforts by visiting With questions or for more information on how you can get involved, contact League School’s Head of Development, Tim McCabe via email at... read more

Our Blog

The Meat and Potatoes of Communication: How we are using core vocabulary to build language across our daily routines!

Here at The League School of Greater Boston, we have so many awesome students using augmentative and alternative communication (AAC) strategies to communicate. One of the methods we use to assist our students in developing the language and skills necessary to utilize their respective devices is known as core vocabulary. Core vocabulary is a small set of words that make up 80% of our daily communication. This fact stands true for all individuals regardless of communication method (e.g., using verbal speech, picture exchange, high-technology devices, etc.), age, or gender. Core vocabulary words apply across virtually all environments and contexts. Examples of core words include “go”, “stop”, “in”, “I”, “different”, and so many more. Core vocabulary truly is the “meat” of our daily communication because these words carry the most “weight”! Which words make up the “potatoes” of our daily communication, then? Fringe vocabulary words! Fringe vocabulary refers to words that are highly specified to certain topics or contexts. Typically, these words are nouns (e.g., “witch”, “cheeseburger”, “hygiene”, etc.) and make up thematic categories (e.g., holidays, seasonal activities, etc.). For students using AAC strategies, we have started a Core Word of the Week in some of our classrooms. Each week we introduce a new core word in a structured teaching activity and then move to modeling this core word within natural language and contexts. Our first week we learned about the word “go” during gross motor movement (“go on swing”, “go fast!”), social interactions (“I go”, “you make go”), structured play, shared reading (Go, Dog, Go!), and even during transitions (e.g., “go on bus”, “go outside”)! The following week we... read more