About Roosevelt Academy
What Roosevelt Is
Roosevelt Academy is a Cognia-accredited private school for neurodiverse learners, currently operating in Oklahoma City and expanding to additional locations. We serve students ages PreK3 through 21.
We are now in our fourth year of operation.
Why Roosevelt Exists
Roosevelt Academy was founded by a parent who was told her son would never do anything with his life.
She did not accept that.
She navigated the special education system on his behalf, year after year. She learned what schools refuse to do because it is harder. She learned what happens when adults decide what neurodiverse children cannot do before they are allowed to try.
Her son taught her something she has never forgotten. She had been protecting him keeping him from situations that might frustrate him, keeping him from experiences that might overwhelm him. He looked at her one day and asked, “How am I supposed to learn if you never let me try?”
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She built Roosevelt around what he taught her.
Today her son is in college. He drives. He lives on his own. He is doing the things he was told he would never do because someone refused to accept the limits other people put on him, and because he was given the chance to try.
Roosevelt exists for the other children whose parents have been told what is not possible. We are the school for the family that has not stopped, even when the system told them they should.
What Roosevelt Believes
We believe neurodiverse children are capable of more than the system tells them. Our work is built on this conviction. We refuse the soft bigotry of low expectations dressed up as kindness.
We believe academic excellence and clinical care belong together. Neurodiverse children do not need school for academics and treatment for everything else. They need both, integrated, every day, by people who understand how the two interact.
We believe families are partners, not customers. Roosevelt expects families to do the work of their child’s development alongside us. We cannot succeed if we are working against the home environment. We do our best work when families are aligned with what we are doing.
We believe learning shows in real life, not just on tests. A child reading a street sign aloud in the car, finishing a book on their own, asking a thoughtful question these are evidence of real growth. We celebrate them.
We believe each child is more than their diagnosis, more than their test scores, and more than what other schools have told them about themselves. We see the whole child, in all their complexity, and we build their education around who they actually are.
We believe what we do is hard, and we believe it is worth doing well. Roosevelt operates with high standards for our students, for our team, and for ourselves. We hold these standards because the children we serve deserve nothing less.
How Roosevelt Works
Roosevelt’s approach is built on relationship. We learn each child first who they are, how they learn, what makes them shut down, what makes them light up, what they have already mastered, where they need support. Then we build their educational experience around what we see.
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This is slower than the standard approach. It requires the people working with your child to actually know your child, not just their assessments. It requires staff who can hold an environment without losing themselves. It requires families who are willing to be partners in the work.
It also produces something that scripted programs cannot: students who become themselves, not students who simply comply with what they are told.
Roosevelt integrates academic learning, clinical support, and real-world skill building throughout every day. Our students do not get academics in one room and therapy in another. They get an integrated experience designed around how they actually grow.
What Roosevelt Looks Like
Roosevelt operates on small staff ratios two staff members for every six to eight students. The space is structured, calm, and built for how neurodiverse children regulate.
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The day balances academic core work in the morning with skill building and enrichment in the afternoon. Thursdays bring our students into the community, where they practice in restaurants, grocery stores, museums, and parks the skills they are building in school.
Our students work in academic subjects matched to their actual level, not their grade level. They learn life skills they will need as adults. They build the executive function, communication, and social-emotional capability that academic work alone cannot create.
For students who are Deaf, Hard of Hearing, or who benefit from visual language and communication support, sign language is available as part of their daily learning.
What Roosevelt’s High School Students Earn
Roosevelt’s high school program leads to a real high school diploma the same kind of diploma that opens college, military, and career pathways for any graduating senior. Roosevelt students work toward the credential their effort earns.
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Beginning in 9th grade, Roosevelt students can participate in concurrent enrollment, taking actual college courses for actual college credit while still in high school. By the time our students graduate, many have already earned credits toward their college degree.
Roosevelt students also have access to career-technical programs through partnerships with established career education centers. For students interested in technical fields, trades, and specialized career paths, these programs provide hands-on training and credentials that prepare them for real careers alongside the academic work they are doing at Roosevelt.
For families who have been told their neurodiverse child cannot pursue real graduation, real college, or real career pathways, these are paths Roosevelt has built.
Who Roosevelt Serves
Roosevelt is built for neurodiverse learners across a wide range of profiles. We serve students with:
Learning differences including dyslexia, dyscalculia, dysgraphia, and language-based learning differences
Sensory processing differences
Attention and executive function differences
Asymmetric academic profiles, where strengths in some areas coexist with significant gaps in others
Twice-exceptional profiles
Deaf and Hard of Hearing students
Autism across the spectrum
Communication differences, including students who use AAC
Anxiety and other co-occurring conditions
We serve children who have been to many schools and children who are starting school for the first time. We serve families who have been disappointed before and families who are still hopeful.
You do not need a diagnosis or an IEP to inquire about Roosevelt.
What Roosevelt Is Not
Roosevelt is not a traditional school with accommodations added. We were built differently from the ground up.
Roosevelt is not a clinical day treatment program. We are a school first, with clinical support woven throughout.
Roosevelt is not the cheapest option. Real attention and real expertise require real investment.
Roosevelt is not for every family. We are honest about this in our admissions process so that the families who join us are the families who fit.
Visit Roosevelt
We invite families considering Roosevelt to begin with an inquiry. Our admissions team will share specific information about programming, and how Roosevelt might fit your family.