We understand that some may have a limited association with the name Temple Grandin; some may only think of her as autistic. We see her as transcending that label. She is a unique individual that breaks the mold. Her autism does not define or limit her potential. Mainstream American press includes her in its list of heroes. Time magazine chose her as one of its 100 Most Influential People for 2010. Her example reminds us that each person is unique, with talents waiting to be nurtured. She is iconic, colorful, fascinating…and someone the world is interested in. Her gracious agreement to let us name a school after her has helped us get the word out about the important work we’re doing on behalf of students with ASD and their families.

Dr. Grandin’s educational experiences are a primary source of guidance for our educational model. We have met with her on several occasions, and aspire to accurately represent her in the program we are developing. While not currently directly involved in program development, she is following our progress with interest as her very busy schedule allows. We are proud of our association with Temple Grandin, and hope that it will inspire many families to explore what we have to offer these unique students!
As teachers and parents of these wonderful students, we understand how labels can be both hurtful and helpful, depending on how they are used. Not all TGS students have a diagnosis on the Autism Spectrum. Some have related diagnoses, or no diagnosis at all. Our programs address the common challenges many experience in the areas of social interaction, organization, and self-advocacy. Although we cannot control “labels” applied to our students by the outside world, at Temple Grandin School we guarantee:
  • We will always see students as individuals who richly deserve our best daily.
  • We will teach students to be proud of their strengths and gifts, and give them the ability to maximize those strengths.
  • We will help students find the courage to address their challenges by providing a supportive academic and social environment for learning.
  • We will help students understand and accept themselves and each other as they are.
Many students with ASD do exhibit challenging behaviors in the school setting. However, we believe many of these behaviors have their basis in maladaptive responses to poorly designed educational environments. At TGS, we provide an ASD-friendly environment designed to minimize behavior problems and maximize learning. In addition to our small class sizes and understanding teachers, we offer truly engaging academic work, organizational support, direct teaching in social skills and coping strategies, and sensory-sensitive classrooms and work spaces.

Because we desire to serve all of our students well, we are currently unable to accept students with significant, recurring behavior concerns or co-occurring mental health diagnoses not actively managed by medication and/or therapy. If you have a question about how TGS’ behavioral criteria might apply to your student, please ask us.

We will consider part-time students on a case-by-case basis. We understand that for some students, attending full-time classes is too stressful. For others, a part-time schedule at Temple Grandin may be needed in order to accommodate advanced classes taken at the college level. We believe it is important for students to feel a sense of belonging in our school community, so it is our goal to have students enrolled as close to full-time as is manageable for them.
Yes. We believe our small classes, nurturing mentor-teachers, organizational and social skills support, individualized strength-based learning and opportunities for community involvement are beneficial educational components for many students. However, students and families should be aware that topics related to Asperger’s, autism, and self-awareness are discussed openly and frequently.