Redesign concept based on NYU Usability Lab research (2023 & 2025). Not the official PINE website — visit pineprogram.org.
PINEProgram for Inclusion and
Neurodiversity Education

Impact

What changes when schools learn with PINE

Hear from the educators who took PINE courses, see who they are, read how three districts put PINE into practice, and explore the full Impact Report.

In educators’ own words

“It opened my eyes”

In the 2026 PINE course survey, we asked school staff how the course shifted their thinking and practice. Here’s some of what they said.

“Watching the first person accounts… really opened my eyes to how when thinking of ways to support ND students, it is imperative to include and center their voices in practice.”

PINE course participant

“I am now changing my mindset to include calming corners, fidgets, headphones and allowing all scholars to use what they need to learn the way that is best for them.”

Pre-K (4K) teacher

“I have been so focused on the individual that I did not take the context of the larger setting into consideration.”

Educator, 28 years in schools

“It let me know that it is okay to give wait time… to allow students to absorb and process the information that I gave.”

PINE course participant

“I was not equally aware of my son’s or brother’s perspectives of their lived experiences as autistic people… It was excellent and inspiring to hear from autistic people directly.”

Educator and parent of an autistic son

“Inclusion needs to be built up from the foundations of our physical spaces and our lessons, rather than added in as an afterthought to check a box.”

PINE course participant

“I have really enjoyed hearing from adults with neurodivergence about what would have helped them in school. They are the experts!”

PINE course participant

“My biggest challenge now is educating my colleagues… It gave me language and visuals to be able to really bring these to the forefront.”

Special educator, almost 20 years

Who took the course · 2026 course survey

Every role in the building

482 school staff responded to the 2026 PINE course survey, and 79% had worked in schools for 5 years or more. PINE isn’t only for special educators: a third were general education teachers, and about a quarter were aides and paras.

Case studies

How three districts put PINE into practice

Each story starts with the result. Open one to see the situation, what the school tried and what changed, then read the full case study.

  • Elmira City School District, NY

    Rethinking special education district-wide

    The result

    Self-contained classrooms fell to just 3 district-wide, and graduation rates for students with disabilities met the state benchmark.

    How: a 4-school pilot, then all 11 schools, with live coaching on specific students.

    “We’re a kinder organization. We’re more understanding.”

    Dr. Joyce Carr, Supervisor of Special Education

  • Greenwich Public Schools, CT

    From “inclusionary in name only” to real inclusion

    The result

    Within 3 months, staff were moving away from deficit thinking, and they logged 40+ hours of live coaching.

    How: leaders at all 11 elementary schools built their own plan in the Accelerator.

    “They need it now. They can’t wait.”

    Dr. Stacey Heiligenthaler, Chief Officer of Special Education

  • Minoa Elementary, East Syracuse Minoa CSD, NY

    From chasing a runaway student to asking why he ran

    The result

    Teachers now read “misbehavior” as communication and address triggers like loud noises or busy decor.

    How: 1 hour a month of PINE coursework during the school day, with substitutes covering classes.

    “We’re becoming more flexible and we’re developing more empathy.”

    Gary Gerst, Principal

Elmira City School District, NY · Case study

An “aha” moment that changed special education district-wide

The situation

New York State kept citing this low-income district for improvement in different areas, from the reading scores of students with IEPs to graduation rates. “It was like playing a game of whack-a-mole,” Dr. Carr says. Many general education teachers didn’t feel prepared to teach neurodivergent students.

What they tried

A PINE pilot at four elementary schools. In 2020–21, 240 educators completed 1,844 hours of self-paced coursework, and PINE office hours gave teams live coaching on specific students. In year two, all 11 district schools joined, including middle and high schools.

What changed

Teachers started offering students choices in how to show what they know, like a report, a poem or a painting. Self-contained classrooms fell to just three in 2022–23, and graduation rates for students with disabilities met the state benchmark.

“I’m seeing the systemic change I was really targeting. The vocabulary we use. How we speak about the students. How we look at problems.”

Dr. Joyce Carr, Supervisor of Special Education and Support Services
Read the full case study (PDF, opens in a new tab)

Greenwich Public Schools, CT · Case study

From “inclusionary in name only” to real inclusion

The situation

Students with disabilities were in general education classrooms, but often sat on the side working only with their aides. A 2021 outside audit called the classes “inclusionary in name only.” Teachers were short on time, and each of the 11 elementary schools had very different needs.

What they tried

Leaders at every school went through the PINE Accelerator and built a plan for their own school. Some focused on paras, some on special area teachers, some on live office hours. Leaders made clear that PINE was a support, not a mandate.

What changed

Within three months, staff were shifting away from deficit thinking. A speech-language pathologist changed how she writes goals and designs services. Paras began de-escalating and offering breaks. Staff logged more than 40 hours of coaching between November and March.

“It gives them the language to explain that all our bodies and brains just work differently.”

Dr. Stacey Heiligenthaler, Chief Officer of Special Education and Student Supports
Read the full case study (PDF, opens in a new tab)

Minoa Elementary, East Syracuse Minoa CSD, NY · Case study

From chasing a runaway student to asking why he ran

The situation

The K–5 school was seeing more autistic students and students with ADHD. Staff struggled to understand why a child who reads beautifully might melt down or run from the building. “We fall back on the traditional things we’ve done in the past… and then nothing changes,” says Principal Gerst.

What they tried

The school set aside an hour each month for PINE coursework during the school day and hired substitutes to cover classes. Staff started with the Understanding Autism course, talked it through at faculty meetings and attended the PINE Summit.

What changed

Teachers began presuming competence and building on interests, like math problems about the Titanic for a student who loves it. They now read “misbehavior” as communication and address triggers like loud noises or busy decor.

“This program is good for all kids. We haven’t even scratched the surface yet.”

Gary Gerst, Principal
Read the full case study (PDF, opens in a new tab)

PINE Impact Report · 2023–2024

A year of PINE in numbers

99%
learned new tools and strategies they could use right away
94%
said the coursework shifted how they see neurodivergent students
99%
felt what they learned applies to all their students
95%
wanted more PINE learning after just one course

7,389 educators

217 schools

69 school districts

26,000+ hours of training

~48,000 students reached

The full report covers who PINE reached, the training gap PINE fills, Accelerator and Summit results, and more.

Read the Impact Report (PDF, opens in a new tab)