A diagnosis, disability, IEP, communication method, or mobility device will not determine eligibility by itself. Each student will receive an individualized review based on strengths, educational goals, accessibility requirements, family input, and the school’s current ability to implement necessary supports safely and consistently.
Year One Support Capacity
During Year One, we plan to serve students whose programs can be delivered through small classes, structured routines, accessible curriculum, assistive technology, individualized accommodations, and available staffing.
Learning & Executive Function
- Autism: Predictable schedules, visual instruction, sensory supports, interest-based learning, and regulation opportunities.
- ADHD and executive-functioning differences: Movement, organizational coaching, flexible pacing, and frequent feedback.
- Dyslexia, dysgraphia, and dyscalculia: Explicit multisensory instruction, accessible texts, speech-to-text, audiobooks, and manipulatives.
- Mild to moderate intellectual or developmental disabilities: Individualized goals, functional learning, repetition, visuals, and connections to daily life.
Communication, Sensory & Emotional Access
- Speech or language disabilities: Visual communication, extended processing time, assistive communication, and specialist collaboration when available.
- Nonspeaking or minimally speaking students: Support for established AAC, picture communication, gestures, typing, or other reliable methods.
- Sensory, anxiety, or regulation needs: Calm spaces, planned breaks, supportive transitions, and individualized regulation strategies.
Physical & Visual Access
- Physical disabilities: Enrollment when the facility and staff can safely meet mobility, positioning, accessibility, transportation, and personal-care requirements.
- Blind or low-vision students: Enrollment when access can be provided through available digital materials, screen readers, magnification, audio resources, and tactile tools.
Deaf and Hard-of-Hearing Access
Enrollment when effective communication can be provided through available captioning, visual instruction, hearing technology, communication planning, or qualified services. Full-time interpretation or a specialized signing environment requires confirmed personnel and resources.
Planned Capacity Expansion
Some students require specialized personnel, equipment, facilities, or clinical services that may not be fully available at opening. We intend to expand capacity for students who require:
- Full-time Braille instruction and orientation-and-mobility services
- Full-time sign-language interpretation or a specialized signing environment
- Accessible transportation, mechanical lifts, extensive positioning assistance, or intensive personal care
- Continuous nursing or medically complex care
- Dedicated one-to-one or two-to-one staffing throughout most of the school day
- Specialized deaf-blind or multiple-disability programming
- Intensive feeding, toileting, or healthcare protocols
- A secure therapeutic environment for frequent elopement
- Clinical and crisis-level services for persistent aggression, serious self-injury, or immediate safety risks
This is not a permanent exclusion list. It identifies the services, staffing, training, and facilities the school must develop before responsibly promising these levels of support.
Individualized Readiness Review
Before enrollment, the school will work with each family to understand the student’s strengths, learning methods, IEP or support documents, communication and assistive-technology requirements, mobility and medical needs, sensory supports, successful de-escalation strategies, and required services. Our goal is to make thoughtful, individualized decisions rather than decisions based solely on disability labels.
