Our Students
The Richardson School (TRS) serves children, adolescents and young adults with a variety of diagnoses including autism spectrum disorder, intellectual disabilities, emotional/behavioral disabilities, specific learning disabilities, traumatic brain injuries, other health impairments and mental health concerns. The students who benefit most from our settings are those with environmental, emotional or educational needs which are difficult to individually accommodate.
With specific expertise in autism spectrum disorders, anxiety, mood and behavioral disorders, TRS exists to help students gain the skills they need to reach their potential and return to their home school environment.
TRS Classroom Assignments
The Richardson school classrooms follow a blended learning approach to ensure that students are placed in an environment suited to their developmental and educational needs. Students with varying learning needs are supported through differentiated instruction, accommodations, and specialized services, ensuring all learners have access to appropriate instruction while fostering an inclusive learning environment.
Students are placed into classrooms based on several factors, including age, learning needs, and social development.
- Age: TRS typically groups students within a 4-5 year age range to align with developmental milestones and grade-level expectations. This ensures that students learn alongside peers at a similar cognitive and emotional stage.
- Learning Needs: Some students follow the standard Common Core curriculum, while others require modifications, such as Essential Elements, which provide alternative achievement standards for students with significant cognitive disabilities. Differentiated instruction, accommodations, and individualized education programs (IEPs) help tailor learning to each student’s abilities.
- Social Development: Educators consider students' social skills, peer interactions, and emotional regulation when placing them in classrooms. Balanced groupings help create a supportive and inclusive learning environment where students can develop both academically and socially.
Families, guardians, and districts will be informed of classroom placements and any changes as they occur.
