The CAYR School
Overview
CAYR stands for "Come As You Are." CAYR Connections was founded to address the need for neuro-affirming education in the Chicago area. As parents, therapists, and educators, we saw that there were not enough inclusive school options for neurodivergent kids.
We wanted to create a space to blend Progressive Pedagogy and Universal Design for Learning with a Mind, Brain, and Education (MBE) Science research-informed lens.
We are very close to enrolling for our first multi-age cohort of 12 learners between the ages of 5-10, which will begin in Fall 2026!
Interested? Check out the video below to see the "blueprint" for our school and scroll down learn more about our approach to inclusive, neuro-affirming education.
Our
Story
The number of people in the US whose brains differ from the norm is estimated to be between 20% and 67%, yet society is still set up in a way that requires neurodivergent individuals (e.g., Autistic, ADHD, Dyslexic, OCD, etc.) to either fit into the “neurotypical” mold or be excluded.
Our goal is to build a better world for people with all kinds of minds. One way we are doing this is by creating an inclusive educational community that will support neurodiverse families in the greater Chicago area who are raising curious, creative, compassionate humans.
Research shows that our brains are as different as our faces. By celebrating differences, focusing on strengths, and embracing challenges, we can create an inclusive educational environment that benefits every learner-- even nondisabled, typically-developing kids.
We aim to create a space where we can normalize neurodiversity (the natural variation of human brains) and demonstrate how neuroinclusive practices can benefit everyone, regardless of neurotype.
We support the whole child – our goal is to foster kids’ physical, mental, and emotional well-being. Our neuroinclusive CAYR School along with CAYR Camp will be supportive, collaborative environments where everyone belongs, all year long.
Our
Approach
The CAYR School is a small, inclusive learning community of 12 children, ages 5 to 10, with a maximum 4:1 student-to-teacher ratio. Every part of our approach is designed around one core idea: all children are capable of learning, and they learn best when they feel safe, seen, and supported. We weave together play-based learning, nature and place-based experiences, hands-on projects, sensory supportive design, and authentic assessment—not as separate programs, but as an integrated way of being with children every day.
Sensory Supportive Environment
How a space feels directly affects how well children can think, connect, and participate. Sensory overload is identified in research as a major barrier to participation and wellbeing, particularly for neurodivergent learners. Our learning spaces are intentionally designed to help every child feel calm, focused, and ready to learn. Sensory supportive design reduces masking pressure and helps every child participate as their authentic self.
Strengths-Based Lens
We start with what each child can do, loves to do, and is curious about—and build learning from there. Our strengths-based lens supports positive identity and belonging. Learners present both distinctive strengths and difficulties, and effective inclusive education recognizes and builds on what children do well rather than defining them by what they find hard. A younger child may have deep knowledge about insects; an older child may be a skilled builder or storyteller. Children have regular chances to lead, contribute, and be recognized for what they do well. When environments focus on strengths and honor different communication styles, sensory needs, and ways of participating, children can show up as their authentic selves rather than spending energy trying to fit a single mold.
Play With a Purpose
We believe play is not a break from learning—it is one of learning's most powerful pathways. Research shows that play supports development across cognitive, social, language, and literacy domains. Universal Design for Learning research adds that strong teaching should be designed around learner variability from the start, supporting the kind of flexible, purposeful play environments where every child can participate meaningfully. Our school honors both free play, where children explore, imagine, and experiment, and guided play, where educators thoughtfully extend and deepen learning while keeping children actively involved.
Nature-Based and Place-Based Learning
Children in our microschool learn through direct experience in the natural world and meaningful connection to the places and communities around them. Time outdoors is not just for physical activity—it is a primary context for learning, regulation, and growth. Nature-rich play environments support cognitive, social, physical, and emotional development. Place-based learning makes learning more relevant by grounding it in children's real environments, interests, and lived experience—an approach consistent with inclusive design that honors learner variability.
Hands-On Projects
In our K–5 multiage community, children learn by doing—asking real questions, building real things, and solving real problems alongside peers of different ages. Project-based work gives children of different ages meaningful ways to explore the same big ideas at their own developmental level. With our small class size, educators can design projects that meet each child where they are—offering scaffolding, extension, and multiple entry points as a natural part of everyday teaching.
Supported Self-Direction
Children in our microschool have real voice and choice in what they learn—while educators provide the structure, scaffolding, and close relationships that help every learner grow with confidence and purpose. Choice and autonomy help children build motivation, agency, and ownership. In our multiage setting, children can pursue learning at their own pace and depth. Younger learners see what's possible by watching older peers; older learners consolidate understanding by mentoring and explaining. Planning, choosing, and reflecting help children develop executive functioning and self-regulation through daily practice.
Authentic, Dynamic Assessment
Instead of worksheets and tests, we measure each child's growth through authentic assessment - portfolio work, interactions, and close observation. This captures what children actually understand and can do in meaningful contexts.
Inclusive, flexible assessment design removes barriers for children who process, communicate, or express understanding differently. In our small-group setting, educators can observe each child's learning process every day—turning assessment into an ongoing relationship rather than a one-time test. When assessment focuses on growth and what each child can do, children develop a stronger sense of themselves as capable learners.