Speech & Language services at Stanbridge
Stanbridge Academy provides speech and language services to students who need support with their articulation, receptive and expressive language, and/or social cognition (pragmatic language). Our speech and language pathologist, Mark Engler, collaborates with classroom teachers and the counseling staff to help integrate tools, support, and associated language to ensure consistency across all environments.
These services include assessment, individual and/or group therapy, and regular consultation with staff members and parents. Students are pulled out of classes for individual and small group therapy and larger groups follow a push-in model within the classroom. Size of groups and frequency of therapy is determined by need. In addition, elementary and middle school classes participate in a weekly social learning class. All goals are written and updated quarterly or as needed.
Mark also incorporates Michelle Garcia Winner’s Social Thinking and Leah M. Kuyper’s Zones of Regulation curriculum within his therapy and takes the lead in developing and implementing targeted social thinking lessons for all grade levels throughout the school year.
In addition to push-in/pull-out services, Mark also leads a "Guys Group" for male middle school and high school students. These student groups meet in the morning to discuss issues important to the participants and play games that build on taught social skills.
These services include assessment, individual and/or group therapy, and regular consultation with staff members and parents. Students are pulled out of classes for individual and small group therapy and larger groups follow a push-in model within the classroom. Size of groups and frequency of therapy is determined by need. In addition, elementary and middle school classes participate in a weekly social learning class. All goals are written and updated quarterly or as needed.
Mark also incorporates Michelle Garcia Winner’s Social Thinking and Leah M. Kuyper’s Zones of Regulation curriculum within his therapy and takes the lead in developing and implementing targeted social thinking lessons for all grade levels throughout the school year.
In addition to push-in/pull-out services, Mark also leads a "Guys Group" for male middle school and high school students. These student groups meet in the morning to discuss issues important to the participants and play games that build on taught social skills.
Mark Engler, MS, CCC-SLP
Speech-Language Pathologist
Mark Engler comes to Stanbridge with 13 years of experience supporting children’s communication and language development. Fluent in English and Spanish, he has extensive experience assessing and working with bilingual students. He has specialized training in Augmentative and Alternative Communication (AAC), using formal diagnostics and individualized assessment to design AAC strategies that meet each child’s unique needs. Mark is also trained in parent coaching through the Hanen Centre, helping families actively support their child’s communication at home.
Mark has always been driven by the belief that communication is the bridge to connection, and that every child deserves a voice that helps them be understood, belong, and thrive. His approach is relationship-focused, blending evidence-based strategies with collaboration and creativity to help students grow into confident, connected communicators who can fully share themselves with the world.
Speech-Language Pathologist
Mark Engler comes to Stanbridge with 13 years of experience supporting children’s communication and language development. Fluent in English and Spanish, he has extensive experience assessing and working with bilingual students. He has specialized training in Augmentative and Alternative Communication (AAC), using formal diagnostics and individualized assessment to design AAC strategies that meet each child’s unique needs. Mark is also trained in parent coaching through the Hanen Centre, helping families actively support their child’s communication at home.
Mark has always been driven by the belief that communication is the bridge to connection, and that every child deserves a voice that helps them be understood, belong, and thrive. His approach is relationship-focused, blending evidence-based strategies with collaboration and creativity to help students grow into confident, connected communicators who can fully share themselves with the world.
