Day school at T.C. Harris is designed for students who are able to remain living in their home, but who have difficulty functioning in their home school environment, despite the best efforts of the public school.
T.C. Harris works closely with the student’s local school district to create a student-centered curriculum, with the goal of returning each student to their home school system following a successful period of therapeutic intervention and academic services.
T.C. Harris offers a wide variety of comfortable, safe, and welcoming classrooms to accommodate the unique needs of our student population.
T.C. Harris offers group homes for children and adolescents, ages 6 to 21, in need of a less-restrictive environment. Our beautiful homes are located in the surrounding neighborhoods of our campus and school, and provide daily living skills training in a normalized, home atmosphere with extensive staff support. This setting helps children and adolescents build social skills and learn appropriate behaviors in a home, preparing them for living in community-based environments
Medication monitoring, ongoing therapeutic services, and structured programming are just a few of the benefits of our group homes.
For children who are unable to remain living in their homes, T.C. Harris offers traditional residential programs on campus in our main residential building. These programs provide highly-structured, therapeutic living environments in a less-restrictive setting for children and adolescents not yet ready for community-based living arrangements. We have the ability to offer services for male and female students on separate residential hallways for their daily living and therapeutic programming.
The Autism Care & Extensive Supports (ACES) Program at T.C. Harris School offers the additional care, structure, and supervision needed to provide treatment for dually diagnosed children who experience uncontrollable and unpredictable behaviors that significantly interfere with their day-to-day living. With professional staff highly committed to developing and implementing creative treatment programs, we support each student in their skill acquisition process.
ACES students may be non-verbal, functioning at a moderate to severe range of intellectual disability, organically or neurologically impaired, and may carry diagnoses that include but would not be limited to:
• Autistic Spectrum Disorders
• Pervasive Developmental Disorder
• Down Syndrome
• Fragile X Syndrome
• Other low incidence syndromes
T.C. Harris School has the ability to provide secure treatment alternatives to better serve students with the most extreme behavioral challenges. Students within our secure residential programs need the added benefit of a secure setting while still receiving therapeutic care and attention to help improve overall functioning with the goal to transition to a less-restrictive setting. This setting allows for a higher staff-to-student ratio to provide the necessary supervision and skills training these students need. Typically students in our secure programs have very poor impulse control that lends them to be acutely aggressive or self-injurious. Many of these students have been unsuccessful in other programs as they have not been able to handle the intensity of the student’s behaviors along with their intellectual/developmental disability.