New Horizons Center for Learning had its beginnings in a small public school in Mohave Valley, Arizona. In 1966, an innovative admnistrator and education specialist, Dr. Theresa Smith recognized that traditional concepts of education were not meeting the needs of some bright students with processing or focusing issues. Investigations began into possible solutions. Various programs and techniques were used with varying degrees of success. In the early 1970's, a professor at the University of Nevada, Las Vegas, who was working with the school, led Dr. Newell Kephart to us, one of the country's leaders in the field of learning disabilities.

A great deal of time and study was spent identifying the strengths and weaknesses of these children. From this study, specific alternative approaches were planned for each child. They began to learn!

The final "piece" of the total school program was addressed by Dr. William Glasser in his original work, "Schools Without Failure". Along with his training and Dr. Newell Kephart, the model was completed.

A similar program was initiated in Las Vegas by the Mohave Valley specialist, the University of Nevada professor, and a private school counselor in Las Vegas. The Program remained a summer and after-school program until 1974, when parents urged the founders to begin a full- time day school.

A nonprofit corporation, New Horizons Center for Learning, was formed in 1974. The Center's day school has been housed in over 10 different sites. The Center's ability to progress has been due to a number of particular assets. These include the dedication of its staff, consultants, and parents, all of whom have sacrificed time and effort in order to serve the needs of children in less than adequate surroundings.

The generosity determination of the Board members, have kept New Horizons Center for Learning stable through a series of changes, disruptions of sites and economic downturns. Through their efforts, others in the community have become aware of the seeming miracles the staff obtained after other schools have tried and failed.

No program such as this stands still. It must move forward and enlarge its scope to take advantage of new techniques and programs known to be effective. The number of bright children needing the individual help and alternative learning approaches grows! The Academy cannot take care of every child needing help, but it can have a tremendous impact upon this community's children and their parents. It provides a prototype for others struggling with similar problems.

Although conditions have changed markedly over the last several years for the Academy, the philosophy and ideals have remained constant. Now, a well established, alternative private school, the program continues its dedication to children in need of its services and to an ongoing search for excellence.