Choosing the right learning environment for a neurodivergent child or young adult can feel overwhelming. Families often come to Franklin Center with questions about whether their child will thrive here, what makes our programs unique, and how our admission process works.
To help make that journey a little easier, we sat down with our longtime Admissions Director, Paul Gloudemans, for a candid conversation about who we serve, what families can expect, and how Franklin Center supports students from early elementary through young adulthood.
What is your history with Franklin Center?
I’ve been at Franklin for 10 years now. I actually started in the classroom during my first year. After that, our Executive Director at the time approached me because she knew my background was in corporate marketing and we were hoping to grow the school. Back then, we didn’t yet have therapy services or adult programming. She asked if I’d take on admissions and marketing, and that’s how it all began.
What’s your favorite part about your job?
Honestly, it’s twofold. First, I love meeting with families. When they come in for a tour, I’m often able to give them a sense of hope, especially if their child has struggled in multiple environments. Showing them how we do things here can be really encouraging.
The second part is seeing students’ growth over time. Sometimes I meet a student before they enroll—during a tour or shadow visit—and then a year or two later, or even ten years later, you see the transformation academically, socially, emotionally. It’s an amazing team effort, and watching that progress is incredibly rewarding.
How do most families find us?
I’d say the majority of families find us through an online search, but more and more, we’re getting referrals from therapists and parents who’ve had good experiences here.
Is there a common point in a student’s education journey when they reach out?
We’ve seen a big increase in inquiries from kindergarten and first-grade families. Early intervention is so important, so it makes sense that parents reach out sooner now.
We also have families who contact us in middle or high school, when schools get larger and support tends to drop off. Kids can fly under the radar in those big environments. With our small student population—around 95—and our low staff-to-student ratios, we’re able to individualize support and make sure no one falls through the cracks.
What challenges do students who are a good fit for Franklin Center often face?
Many students have a history of bullying, sensory sensitivities, and difficulty functioning in large, noisy school environments. They often struggle socially as they enter upper elementary and middle school, where differences become more noticeable. Families typically seek us out because larger school settings haven’t been able to adequately support their child’s sensory, academic, or social needs.
What makes Franklin Center a unique option for families?
Our holistic approach really sets us apart. We’re not just focused on academics—we’re equally focused on social-emotional and executive functioning skills, because those are crucial for life after Franklin, whether that’s returning to a mainstream school or entering the workforce.
Having on-site therapy services is also incredibly unique. Students can receive OT, PT, speech, and talk therapy right during the school day.
And with our Academy, adult programming, on-site therapy services, after school programming, and summer camps, it’s really an all-encompassing option for families. Offering everything under one roof for individuals ages 5 to 28 is really exciting for families, they know that no matter how long their child is here, there’s a space for them.
How do you know a student is a good fit for the Academy?
For the Academy, we tend to serve kids who fall in the middle, in terms of their cognitive abilities and the level of support that they need. They’re usually able to handle daily living skills and don’t show major aggression. Communication is important, by third or fourth grade, they should be able to fully communicate with staff and peers, whether verbally or with a device.
Academically, most are at or below grade level. We’re not an AP or honors-type school, so if a student is seeking that level of rigor, we probably aren’t the best fit.
What makes someone a good fit for Capstone?
Right now, about half of our Capstone students are Franklin graduates, and the other half come from public transition programs or have just been kind of stagnant since graduation. We even have a few college grads.
What they all have in common is this: they’re looking to build independent living skills, job skills, and social or recreational skills. Some need a bridge year or two before community college or a trade program. Others need help finding employment, or figuring out what’s next.
The nice thing is we can individualize everything—full-time, flex, or college-flex—and each participant meets with a case manager weekly.
During tours, what excites families or stands out to them?
Families usually notice right away how thoughtfully the classrooms are set up—dimmable lights, flexible seating, sensory break spaces, fidgets, all the visual supports. They also like seeing our rotational learning model, where students with similar academic abilities work in small groups and get instruction that meets them exactly where they are. And overall, they often comment that the building feels bright, welcoming, and calm.
What concerns or questions come up during the admissions process?
A big one is socialization. Parents often tell me their child struggles to make or keep friends. What I’ve seen over ten years is that our staff does a great job facilitating those social connections. And students feel comfortable being themselves here. If a student is wearing noise cancelling headphones or going to speech therapy during the day, they don’t feel out of place because other students are doing the same. So I think just that ability to be themselves not only helps with their own confidence, it helps them to become more social in the end.
Parents are also looking for a community for themselves. Many of them haven’t met other parents who truly understand what it’s like to raise a neurodivergent child. Here, they find people who get it—through Coffee and Conversation, parent groups, and other events. Being able to connect with individuals that truly understand and can share lessons learned is really beneficial.
What are the stages of the application process?
The first step is always a tour so families can see the building and hear more about what we offer. If they want to move forward, they complete our online application. This year’s first deadline is Friday, February 6.
After that, we review all applications and start scheduling student shadows. Sometimes we observe students in their current environment; other times they come here for a few hours, a half day, or even a couple of full days. We want it to be a two-way process—they get to experience our environment, and our staff gets to see their skills.
Our admissions committee meets weekly to discuss applications, and in the spring, we’ll let families know that yes, we want to offer admissions to your child for next fall or no, we don’t think they’re the right fit, but here are some other recommendations of schools.
It’s a difficult process because we see a lot of students come through, and we just have to decide which of those we feel we can serve best. And I always advise parents, if your child isn’t accepted for the upcoming school year, don’t hesitate to reapply next year.
What about families who are concerned about the cost?
We understand tuition is a major consideration, and I try to be really upfront about this. We’re a private, nonprofit school, but every family pays some tuition, because it takes resources to run a program like this. The good news is students don’t necessarily stay from kindergarten through graduation. And there’s a lot of value in what they receive during the time that they spend with us.
We do offer tuition assistance and scholarships for qualifying families—typically up to half of tuition, sometimes more or less—but we only share award amounts after determining a student is a good fit.
What would you tell a family who is interested in Franklin Center?
I always tell families: take a tour. There aren’t a ton of options out there, so it’s good to see what’s available. And honestly, once people walk through our doors, they’re usually impressed. You don’t know what you don’t know—so even if we’re not the right fit, touring helps families understand what’s out there for their child.
Are there other opportunities to learn about Franklin Center?
The open house on January 15 offers a broader look at Franklin than a standard tour. Families can hear from multiple staff members and current parents. It’s a chance to explore the facility, meet leadership—including the executive director and principal—and ask program-specific questions to the experts.
Interested in learning more about Franklin Center? Schedule a conversation with Paul, or visit our open house on January 15th.
About The Author: Lizzie Esposito
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