READ Academy of Sacramento

Posted: July 30, 2026

After years of advocating for my son and searching for a school that could meet his unique learning needs, we had high hopes for READ. My son made meaningful progress in reading, and I am grateful for the school's evidence-based dyslexia instruction. However, our experience also revealed important limitations for students with co-occurring Autism, ADHD, and executive functioning challenges.

As both a parent and an LCSW specializing in Autism, I approached READ as a partner. I expected early collaboration around my son's strengths, challenges, and supports. Before significant behavioral concerns emerged, I requested simple accommodations such as movement breaks and fidget tools but was told they would be disruptive to other students. To my knowledge, my son never had a proactive support plan.

My experience was that many of my son's behaviors were addressed through discipline rather than understanding their function or teaching replacement skills. As concerns increased, behavior logs became increasingly detailed, making it difficult to distinguish significant concerns from age-appropriate immaturity or autism-related social differences. More importantly, it was difficult to watch my son become increasingly discouraged, isolated, and unsure of how to be successful at school.

During our final meeting, READ told me they could no longer support my son unless he first attended a behavior program. That recommendation differed from those of the public school district and the professionals involved in his care. I was also told READ does not have a behaviorist, therapist, or behavioral specialist on staff.

The ending of our time at READ was especially disappointing. The focus was almost entirely on my son's challenges, with little acknowledgment of his strengths or growth. He was also excluded from the school's end-of-year BBQ as his placement ended. For autistic children, thoughtful transitions matter, and I wish his departure had reflected that he was a valued member of the community.

READ can be an excellent fit for many students with dyslexia. I share my experience so families of children with additional developmental or behavioral needs can ask informed questions before enrolling:

How are autism- and ADHD-related needs supported?

What proactive accommodations are available?

What behavioral or mental health expertise is on campus?

At what point does the school determine that a student's needs exceed its supports?

Posted: July 30, 2026

Posted: July 30, 2026

Posted: July 30, 2026

Posted: July 30, 2026

Posted: July 30, 2026

Posted: July 30, 2026

Posted: July 30, 2026

Posted: May 7, 2025

After a year in the day program, my daughter has blossomed, improving academically and behaviorally while developing self-confidence and independence. She has gone from feeling frustrated and helpless to enthusiastic. She has gone from avoiding reading, guessing words, and making spelling errors such as spelling swim "siwm" to learning the logic of the English reading and spelling. I can tell that the teachers and staff care about her and sincerely view us parents as partners which is a huge deal. They provide excellent reading and writing support but also understand that many dyslexic children need support in other areas as well, which they happily provide.

Posted: May 7, 2025

Posted: May 7, 2025

Posted: May 7, 2025

Posted: May 7, 2025

Posted: May 7, 2025

Posted: May 7, 2025

Posted: May 7, 2025