Schools Serving Neurodiverse Students

Lionheart Academy of the Triad provides an educational environment to promote independence by fostering a growth mindset in the areas of academic, social-emotional, and behavioral development for diploma-seeking, neurodiverse students with (formerly high-functioning) level 1 or level 2 autism. Our ideal student for the OCS track is academically at the first-grade reading and math level (lower school) to second-grade reading and math level (upper school), can hold a conversation, and can work independently for 15 minutes. Our standard diploma track is designed for college-bound students at grade level or gifted twice exceptional students who need additional support in executive functioning and social skills to thrive.  

Noble Academy in Greensboro specializes in educating students in grades 2–12 with average to above-average intelligence who struggle with specific learning differences such as dyslexia, dysgraphia, dyscalculia, auditory processing issues, and ADHD. As a WilsonⓇ Accredited Partner - Best Practice Site, the school is uniquely recognized for its excellence in delivering specialized, evidence-based literacy intervention alongside its small-group academic instruction and support with executive functioning. Noble Academy is best suited for students who are motivated to attend school and be an active participant in their learning process.

Noble Academy Website

Summit student profiles might include dyslexia, dyscalculia, dysgraphia, processing difficulties, memory challenges, weak language abilities, as well as attention and executive function concerns. Our program is designed with the intention that our students can ultimately attend a mainstream school.
 
Summit’s program is not designed to serve students with Autism Spectrum Disorder (ASD), a severe communication disorder, a behavior disorder, or children who fall below the average range on measures of cognitive ability. In addition, we do not serve students with a primary diagnosis of Attention Deficit-Hyperactivity Disorder (ADHD). Our students may have ADHD in addition to a diagnosis of a learning difference. 
 
The Summit School’s expertise lies in closing the gap in literacy, math, written language and organization. 

Summit School Website

The Piedmont School serves K-12 students with average to above-average cognitive abilities who have diagnosed learning differences, including ADHD, language-based learning disabilities such as dyslexia, dyscalculia, and dysgraphia, and specific learning disabilities in reading, reading comprehension, written expression, and math. Our mission-appropriate students often experience executive functioning delays or impacts and thrive in a structured, small-class environment that emphasizes explicit instruction, individualized support, and a strengths-based approach to learning.

Piedmont School Website

The Epiphany School of Charlotte is a non-profit independent day school bringing exceptional academic, social, and emotional programs and support to extraordinary children in grades 3 through 8 with ASD-1 or other social communication differences, and with average to above-average intelligence.  Our small class instruction and specialized curriculum tailored to each child’s learning profile, social communication ability and sensory needs enables our students with ASD-1 or non-verbal learning disorders to develop success skills for high school and beyond.

Epiphany Charlotte Website

Our bright and talented students have average to above-average intelligence as defined in a psychological-educational assessment performed by a licensed psychologist. Students must have a diagnosis of a language-based learning difference in reading (dyslexia), written expression (dysgraphia), or math (dyscalculia). Students in grades 6-11 can be accepted with a primary diagnosis of ADHD if it is impacting their academic success. Grades K and 1 are not always required to submit a psychological-educational evaluation or have a diagnosis of a Specific Learning Disability. Students with the following learning profiles are better served by other schools or programs that have the expertise to meet their specific needs: autism spectrum disorder, nonverbal learning disability, intellectual disabilities, emotional and/or behavioral disorders, or complex communication disorders requiring direct speech and language services.

Fletcher School Charlotte Website

Crosland students have a variety of diagnoses and profiles. Many of our students have mild to moderate learning disabilities; however, others just need support for ADHD and Executive Functioning weaknesses. Profiles include receptive/expressive language disorder, dyslexia, dyscalculia, executive dysfunction, auditory processing disorder, and/or attention deficit disorder, autism, or some combination of these. We are not a therapeutic school, and we do not have specialized programs primarily for behavioral/psychiatric diagnosis.

John Crosland School Website

For almost 30 years, Carolina Day's Key School division has profoundly impacted the lives and learning journeys of students with language-based learning differences by providing them with the specific tools and skills they need to succeed in school and beyond. Launched in 1998 with twelve students, the Key School has grown to a robust enrollment of approximately 100 students. The exceptionally effective teaching and learning process of the Key School has informed and strengthened our educational approach for all CDS students. The application of the Orton-Gillingham method, which is an explicit, multisensory, sequential way to teach literacy, is proven to be highly effective for neurotypical learners, as well.

The integration of Key School students and teachers into other divisions has enabled CDS as a whole to become more fluent and fluid in neurodiversity. CDS is now a seasoned veteran and leader in providing more neurodiverse and responsive classrooms across all divisions.

Key School Website

For the last 35 years, TFA has remained committed to serving students with ADHD, processing & memory issues, and a variety of learning disabilities, including dyslexia, dysgraphia and dyscalculia. We believe these unique learners benefit from the specialized, individualized instruction and immersive hands-on experiences we offer, nurturing both achievement and social-emotional success. 

Fletcher Academy Raleigh Website

Hill serves capable, bright, and curious students who have experienced academic struggles in their current learning environment. Hill students come from a wide variety of backgrounds, with the common goal of seeking academic success and self-confidence in a classroom designed for the way they learn. While a diagnosis is only required for Hill School, most students have learning differences linked to ADHD or specific reading, writing, and math disabilities, with average to above-average cognitive capabilities. Our programs do not support students with primary emotional or behavioral needs.

Hill Learning Center Website

The Hill School of Wilmington offers a half‑day program of targeted instruction in reading, written language, math, and executive function for students in grades 1 - 8 with a primary diagnosis of one or more language-based learning differences (dyslexia, dysgraphia, and dyscalculia) and/or ADHD.  Our program does not provide the specialized support required for students with an Autism Spectrum Disorder diagnosis or students with behavior management challenges.

Hill School Wilmington Website