A Safe and Supportive School for Students with Disabilities
Many students with significant learning differences struggle in traditional classrooms. These environments can feel overwhelming, unpredictable, and sometimes unsafe. Without proper support, students may lose confidence, stop progressing, and start to believe they can’t succeed.
That’s why Mainspring Academy is built differently.
At Mainspring Academy, we design every part of the day to meet the unique needs of students with:
- Intellectual and developmental disabilities
- Autism spectrum disorder
- Neuromuscular conditions
- Language and speech impairments
- Sensory processing challenges
- Dual diagnoses
Many of our students are nonverbal or minimally verbal. Some have already attended multiple schools. Many families come to us feeling like their children are misunderstood and underestimated.
From the first moment, we do things with intention.
When students arrive at Mainspring, they’re welcomed by a team that understands their needs and sees their potential. Our classrooms offer:
- Structured daily routines
- Visual schedules and supports
- Calm, sensory-friendly spaces
- Trauma-informed teaching practices
As a result, students feel safe, understood, and ready to learn. Research confirms that emotional safety improves student engagement and helps develop stronger coping strategies (Souers & Hall, 2016).
We tailor learning to the individual every single day.
We never use one-size-fits-all instruction. Instead, we align academic goals with each student’s unique strengths and functional abilities. Whether students are building literacy, developing communication, learning life skills, or preparing for vocational independence, we celebrate every step of progress.
We integrate therapeutic strategies throughout the school day.
Speech, occupational, and behavioral therapy aren’t isolated…they can be embedded across each student’s day. Our team reinforces skills during:
- Classroom instruction
- Small-group activities
- Lunchtime and social periods
- Community outings and field experiences
This approach supports generalization, helping students use their skills in real-world settings – a common challenge for those with autism and developmental delays (Stokes & Baer, 1977).
The results speak for themselves.
Students in trauma-informed and individualized special education programs show measurable improvements. According to recent studies, they experience:
- A 30–40% increase in functional independence
- Improved emotional regulation within 6 to 12 months of consistent programming (Overstreet & Chafouleas, 2016)
Even more powerful is what students begin to believe about themselves:
I am safe here.
I can learn here.
I am capable.
Want to see it in action?
Come visit Mainspring Academy and explore how our trauma-informed, individualized approach supports student success.
Schedule a tour today and tell us about your child! We’d love to show you how we create a structured, supportive environment where every student can thrive..
References
Overstreet, S., & Chafouleas, S. M. (2016). Trauma‐informed schools: Introduction to the special issue. School Mental Health, 8(1), 1–6. https://doi.org/10.1007/s12310-016-9184-1
Souers, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349–367. https://doi.org/10.1901/jaba.1977.10-349
