Educational Philosophy

Applied Behavior Analysis (ABA)

At Autism Collier Charter School (ACCS), we are committed to providing an educational environment that is both effective and respectful of our students' diverse needs. We recognize that Applied Behavior Analysis (ABA) has long been used to support individuals with autism, and we are aware of the ongoing dialogue around its practices. Some concerns have been raised regarding historical uses of ABA that prioritized compliance or used aversive strategies. We believe it is essential to acknowledge this history while also recognizing the positive evolution of the field and the valuable outcomes ABA can provide when applied ethically and compassionately.

At ACCS, nothing is a one-size-fits-all approach. We deeply value our partnerships with families and take into consideration their preferences, priorities, and cultural values when developing individualized support plans. We are committed to transparency and collaboration and believe that meaningful parent involvement is essential for student success.

While we understand the controversy surrounding ABA, we also recognize this topic invites a range of valid viewpoints. There are countless documented examples of parents who are profoundly grateful for ABA—especially in situations where it has been the only approach effective in addressing dangerous or unsafe behaviors such as severe self-injury, aggression, or eloping. For many families, ABA has provided the structure and strategies needed to keep their children safe and improve quality of life.

That said, our implementation of ABA at ACCS is selective and intentional. We focus solely on positive, evidence-based components, including:

Positive reinforcement to encourage meaningful and functional skills,
Structured routines that reduce anxiety and promote independence,
Visual strategies and supports to improve communication and understanding,
Task analysis to help students learn complex skills in manageable steps.

We do not use punishment procedures or aversive interventions. Instead, our entire instructional approach is grounded in neurodiversity-affirming practices, emphasizing dignity, autonomy, and respect for every student’s individuality.

Foundational to our work is the presumption of competence and the principle of the least dangerous assumption—the belief that all students are capable of growth, learning, and meaningful communication. Our goal is to ensure that every student at ACCS is supported in a way that honors who they are while helping them reach their full potential in a safe and affirming setting.

Why a Specialized School Like ACCS Matters

At Autism Collier Charter School (ACCS), we’re sometimes asked:
“Why create a separate school for students with autism?”
It’s a fair and important question—and one we welcome the opportunity to answer with honesty, compassion, and respect.

In a truly inclusive world, a school like ACCS might not be necessary. Every school—regardless of model—would have the resources, training, and capacity to meet the wide range of learning needs that students bring with them. Inclusion would be both meaningful and effective, not just in physical proximity but in supports, strategies, and shared understanding.

We believe strongly in that vision—but we also recognize that today, the system isn’t always equipped to fully deliver it for every student.

Many students thrive in traditional education models; however, some students with more complex needs require something more specialized, more individualized, and more intentionally designed around their learning profiles.

That’s why ACCS exists.

We are a school built specifically to support students with autism—not by separating them from opportunity, but by centering them in every decision. Our curriculum, staffing, environment, and instructional strategies are all shaped with one goal in mind: helping students with autism learn, grow, and thrive in a setting that is designed with intention and expertise.

Our model is not about exclusion—it’s about focus. We draw inspiration from nationally recognized autism-focused charter schools like Arizona Autism Charter School, South Florida Autism Charter School, Palm Beach School for Autism, and Lionsgate Academy, which are grounded in what researchers call a “closed system”—a model where general and special education work hand-in-hand, not in silos.

At ACCS, inclusion doesn’t mean fitting in—it means belonging.

This Is About Equal Opportunity and Access

Families of neurotypical students have many educational choices: public school, charter school, private school, virtual school, home school. For families of students with significant disabilities, those choices are often more limited—not by desire, but by access.

We believe families of students with autism deserve the same right to choose an educational environment that fits their child’s needs. For many families, a specialized charter school like ACCS isn’t just an option—it’s a necessity.

Some may wonder: “Isn’t this segregation?” We respectfully offer a different perspective.

Segregation occurs when students are removed without purpose or voice. ACCS is different. Our families choose this setting because it works for their child. No one is placed here—they apply, because this is a place where their child is understood, supported, and celebrated. Neurodiversity isn’t something we accommodate—it’s something we embrace.

As one educator put it, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.”
At ACCS, we don’t ask our students to climb trees. We build an environment where they can swim—with confidence and pride.