Neurodiversity
At TBS, we think about each student’s learning strengths, challenges, preferences, and interests as facets of their identities as learners and human beings.
Different, Together.
For us, there is no truer expression of the concept “different, together” than the learning similarities and differences that reveal themselves as children grow up. In their quest to seek and nurture each child’s unique learning potential, our teachers identify the specific strengths, challenges, preferences and interests that enable them to personalize instructional approaches, assignments, and performances of understanding to meet each student’s needs.
At TBS, the process of identifying these elements is inquisitive, rigorous, and ever-evolving, in parallel with each child’s development. Teachers share observations with each other, parenting adults, and outside specialists, welcoming the constructive collaboration that leads to meaningful, actionable support, successful outcome, and a more complete picture of the student’s “big picture” as a learner.
Why TBS?
Our small class sizes, low student-teacher ratios, pedagogical foundations, and core belief in the value and vitality of neurodiversity make us capable of meeting a wide range of learning needs. While we can’t serve every student and family, we make admissions decisions based on student-centered, data-informed processes designed to help everyone involved feel seen, supported, known, and respected.
