Program
where our graduates are now
MICAH
Micah was one of TGS’s first students to take on college coursework while still in high school, completing courses in English and Linguistics at CU Boulder during his final year at TGS. He continued to pursue these interests at Knox College in Galesburg, Illinois, graduating in 2017 with a degree in Creative Writing and minors in Religious Studies and Linguistics.
Micah went on to earn a Master of Divinity from Seattle Pacific University.
Today, he serves as the religious coordinator at Echo Glen Children’s Center, a juvenile rehabilitation facility in Washington State.
COPLAND
Copland enrolled in 2022 with a deep passion for animals. At just 14, he founded Gretta’s Hamster Rescue with the belief that every hamster deserves proper care and a forever home. By graduation, he had placed more than 200 hamsters and raised over $80,000. In 2024, Copland received the Colorado National Philanthropy Day Outstanding Youth Award, honoring exceptional commitment to service.
During his time at TGS, he logged 661 hours as a veterinary technician intern at Sunshine Animal Hospital. He is now studying at Purdue University, and was one of 12 students selected nationwide for their veterinary program.
JUSTIN
Justin came to Temple Grandin School in 2012 as an 8th grade student, and continued through high school graduation in 2017. After TGS, Justin attended CU Denver, and graduated in August 2022 with a BFA in film and television.
He spent two years creating the TGS documentary, “Beacon of Hope,” which played at several regional film festivals in the Southeast before premiering in Boulder to a packed theater.
Justin currently lives near Atlanta where he works on political campaigns and community organizing.
AEDAN
Aedan is one of the select few students to have spent both middle and high school at TGS. After graduating from TGS and working in Boulder for a year, he transitioned to Sarah Lawrence College in Bronxville, New York, graduating in 2025. His coursework at Sarah Lawrence included travels in Ireland and Germany, where he plans to return for language study.
Aedan has spent the past year teaching Personal Projects at TGS, where he was beloved by the current students.
our approach to learning
Students at TGS love to learn…about life, the universe, and everything. Many have amassed encyclopedic knowledge of special interest topics that they’re eager to share. Instead of shutting down these highly engaging “rabbit trails,” we harness them to help students learn and practice important skills. Students’ enthusiasm for their interests, teachers’ passion for their subject matter, and our support team’s powers of observation join forces in the TGS classroom, resulting in dynamic learning experiences that meet students’ individual and collective learning needs.
Staff at TGS also love to learn…about our students! Before students even start the school year, our staff spends hours listening to and learning about each student and family. They review student strengths and interests, and identify ways to incorporate these into the curriculum and throughout the school day. Staff join students for all daily activities including lunch and breaks, which allows them to develop the trusting relationships required to foster authentic student growth and learning.
Our Individual Education Quest (IEQ) helps students shape their identity, hone their intellect, gain the interaction skills they’ll need to engage in meaningful relationships, and practice the independence skills they’ll need to hold a job and live independently.
ACADEMICS
Our academic program includes courses in the sciences and humanities. Guided by student interests, our courses cover the basics and beyond, and regularly incorporate community-based and active learning experiences. Students meet in classes of four to eight, supported in their explorations by a subject-matter teacher and a member of our student support team. Classes are multi-age, with differentiation as needed to accommodate student strengths and learning profiles. In addition to math, science, social studies, and language arts, our academic program provides direct instruction in executive function skills so that students are well-prepared to take the next steps on their educational journeys.
SOCIO
Because there is life after high school, TGS provides a socio-academic curriculum. Daily socio class content is guided by student needs and input. We teach social communication, executive function, and relationship development through an academic lens, and encourage students to question the “why” behind any social topic we’re discussing. We make explicit the “soft skills” that underlie academic achievement, providing instruction and accommodation as needed to help students bridge the social gap between academic and workplace success. Think you “know it all” about a particular socio topic? Try sharing your interests and experiences as a socio discussion leader!
TRANSITIONS
Should I go straight to college, or take a gap year? What about community college or trade school? How do I know if college is for me? For adolescent students and their families, these are the right questions to be asking! At TGS, we provide volunteer, internship, and college experiences that help students explore these questions while gaining skills that will help them succeed in a variety of post-secondary contexts. For the college-bound student, we provide standardized testing with accommodations and individualized college counseling. Using what we’ve learned together, we work to help students find a college or work environment that will meet their needs as they leave TGS.
STUDENT SUPPORT
Sometimes we all need a little extra support, or encouragement, or a listening ear. TGS’ Student Support team includes caring professionals from a variety of mental health and behavior support backgrounds. Led by our Socio-Academic Program Director, they collaborate closely with our teaching faculty to support academic learning and ensure that students’ social-emotional needs are met. They also serve as guides and problem-solvers to encourage family engagement in the school community. Support team members facilitate individual breaks from class when needed and are available to meet with students weekly, or as concerns arise. Through these meetings they build trusting relationships that help students develop the confidence to advocate for their needs at TGS and beyond.
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Program FAQ
What is IEQ?
Our Individual Education Quest (IEQ) is the foundation of all TGS programming. The domains of the IEQ include Identity (a core developmental task of adolescence), Intellect (academic content and skills), Interaction (social-emotional content and skills), and Independence (taking the next steps toward adulthood). A TGS education helps students shape their identity, hone their intellect, gain the interaction skills they’ll need to engage in meaningful relationships, and practice the independence skills they’ll need to hold a job and live independently.
What’s included in the TGS academic program for neurodiverse students?
Our academic program includes courses in the sciences and humanities. Guided by student interests, our courses cover the basics and beyond, and regularly incorporate community-based and active learning experiences. Students meet in classes of four to eight, supported in their explorations by a subject-matter teacher and a member of our student support team. In addition to math, science, social studies, and language arts, our academic program provides direct instruction in executive function skills so that students are well-prepared to take the next steps on their educational journeys.
Can students explore additional interests?
Yes. Our motto is Growth from Strengths, and we are always open to creating individual pathways for students to pursue strengths and interests, and explore new things. Students frequently engage in additional interests through our elective program, or through collaborating schools and organizations in the community.
What is the average class size at this school for neurodiverse students?
Four to eight students, depending on the subject, and current enrollment.
Are neurodiverse students grouped by age/school year?
Classes are multi-age, with differentiation as needed to accommodate student strengths and learning profiles.
What courses are taught at TGS?
In addition to math, science, social studies, and language arts, our academic program provides direct instruction in social communication and executive function skills so that students are well-prepared to take the next steps on their educational journeys.
Does TGS focus just on academic education for neurodiverse students?
No. TGS provides socio-academic curriculum and executive function skills training in addition to academic learning. We teach social communication, executive function, and relationship development through an academic lens, and encourage students to question the “why” behind any social topic we’re discussing. We make explicit the “soft skills” that underlie academic achievement, providing instruction and accommodation as needed to help students bridge the social gap between academic and workplace success.
Does TGS offer executive function skills training for neurodiverse students?
Yes. TGS provides socio-academic curriculum and executive function skills training in addition to academic learning. Our daily routines and instruction have executive function support embedded throughout the day.
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