Our Foundation Art
Program

Closely and consistently. We work with a network of experts — developmental pediatricians, psychiatrists, neurologists, psychologists — who help us circle around each child. Their input shapes our approach. Our trackers support their assessments. Together, we ensure that medical and educational support move in harmony.

Deeply. We align with NEP’s push for inclusive, flexible, and experiential learning — especially vocational pathways for diverse learners. We bring NEP’s vision to life by building an alternative route that leads not to a dead end, but to livelihoods, confidence, and global participation.

Art isn’t just therapy — it’s work. Our students are trained for real-world opportunities: commissions, product design, illustration, and independent studio practice. Many go on to join our AIR (Artist-in-Residence) program, where they earn while they learn. Creativity becomes currency — with dignity.

Because expression is a right — not a luxury. Too many autistic students are offered therapy but denied mastery. We believe they deserve both. Our students aren’t treated as passive recipients of care — they’re trained, celebrated, and equipped to live as artists, storytellers, and visual thinkers in a world that needs their perspective.

Directly with SDG 4 — and beyond. We provide inclusive, lifelong learning through an art college model built for neurodivergent minds. But the ripple effect touches SDG 3 (mental health), SDG 8 (livelihood), and SDG 10 (reduced inequalities). We’re not ticking boxes — we’re setting new standards.

Yes. You’re not just welcome — you’re needed. We have an open-door policy. Parents are trained, looped in through trackers and videos, and treated as co-educators. We don’t keep the magic behind the curtain. We teach you the tricks too — so growth continues at home.

That’s the whole point. Independence doesn’t just mean catching a bus or counting money. It means feeling capable, proud, and self-led. Our students learn to plan, focus, collaborate, and work with purpose — skills that prepare them not just for exhibitions, but for life.

We catch the fall before it begins. When children are misunderstood, unsupported, or placed in mismatched environments, regression is almost inevitable. SK offers structured learning, emotional co-regulation, sensory support, and expression — all under one roof. This layered model doesn’t just protect cognition — it strengthens it, gently and consistently.

Daily, detailed, and developmental. We collect data across cognitive, sensory, emotional, behavioural, and communication domains — using a mix of written reports, video documentation, and live dashboards. This real-time information helps clinicians understand the child’s day-to-day functioning and the impact of interventions over time.

With the right partners — easily. Our curriculum is modular, tech-integrated, and mapped to measurable outcomes. We already have the systems, training frameworks, and tracking tools in place. With support, this model can be adapted in public schools, art colleges, or skill development centres across India and South Asia.

Absolutely — and it’s making waves far beyond our classrooms. Our curriculum was honoured with the Zairi International Award for Innovation in Higher Education in Dubai, celebrating both its originality and impact. It’s also been featured in peer-reviewed journals like Bharatiya Shiksha Shodh Patrika and the Journal of Psychological Research. What sets us apart? Every lesson, tracker, and training module is grounded in real-world data, refined through collaboration with developmental pediatricians and research institutions. This isn’t just a feel-good program — it’s a rigorously documented one that grows as our students do.

Yes, yes, yes. Art isn’t just about speaking with words or lines. It’s about expressing what’s inside. Some of our most powerful artists began their journey without speech or pencil control. With the right tools, training, and trust, their hands found language. And their silence? It became stunning art.

Daily progress. Monthly reviews. Long-term transformation. We track cognitive, emotional, sensory, and artistic growth through videos, reports, and outcome mapping. Our impact includes improved comprehension, emotional regulation, skill development — and students building real, paid careers as artists.

Neurodivergent minds, artistic hearts, and lived experience lead the way. Our founder is a neurodivergent artist and educator. She, along with a multidisciplinary team of artists, therapists, educators, and students, built the curriculum by asking a simple question: What does a student like me need to thrive? That’s where it all began.

Therapy helps you cope. Training helps you fly. Art therapy is valuable, but it’s often used to manage distress. Art training, like we do here, builds skill, mastery, and identity. We teach techniques, styles, and structure — because our students aren’t just creating for calm. They’re creating as artists.

Every autistic learner deserves access to meaningful education — not just services. We believe that when neurodivergent individuals are given structured, dignified, and creative spaces to learn, they thrive — cognitively, emotionally, and professionally. Art isn’t “extra”— it’s a pathway. Our change begins in classrooms and ends in livelihoods, mindset shifts, and public celebration of difference.

Yes — and we’ve seen it happen. Children who were once non-responsive have reconnected with the world through clay, color, and sound. We don’t push. We wait. We offer gentle structure and creative invitation until the child feels safe enough to re-emerge. This isn’t just a school — it’s a sanctuary for healing.

NIOS gives a certificate. Therapy centres build skills. We give both — plus meaning, expression, and purpose. This is a full-fledged curriculum designed to help neurodivergent artists learn, not just cope. It’s structured like an art college, but delivered in a way that feels safe, doable, and joyful.

By holding both — and listening to the child in between. We respect the medical need for diagnosis and support — and we honour the social need for dignity, access, and identity. At SK, developmental pediatricians, educators, artists, and families sit at the same table. That’s how we build something truly inclusive — not in theory, but in practice.

Because right now, the system doesn’t see them — let alone teach them. Thousands of neurodivergent young people in India have the creativity, discipline, and talent to thrive as artists — but nowhere to train. Mainstream art colleges aren’t built for their learning styles. Therapy centres aren’t designed to build mastery. SK is India’s first step toward bridging that gap — with structure, dignity, and results.

Very structured — but not rigid. We break complex artistic skills into hundreds of small, doable steps. Think: drawing circles before portraits, learning color theory through real-world textures, and using sensory rhythm to anchor attention. There’s a plan for every child — and room for their creativity to surprise us.

We teach with the child’s brain, not against it. No punishments. No endless copying. No trying to “fix.” We use structure, rhythm, visuals, and sensory supports to build learning around how neurodivergent brains actually work. It’s not one-size-fits-all — it’s one-size-fits-them.

We don’t teach diagnoses — we teach humans. Autism, ADHD, learning disabilities, anxiety, Down’s syndrome — our students are beautifully complex. Our curriculum is flexible, and our teams are trained to support co-occurring needs. We adapt. Always.

No — but the benefits overlap. We don’t do art therapy sessions. We build therapeutic value into our everyday curriculum. That means emotional safety, sensory tools, co-regulation, and expressive opportunities are part of every class. The result? Students don’t just regulate during therapy. They start regulating through life.

We’d be honoured. We’re already working with researchers, policy thinkers, and institutions to refine and scale our work. Whether it’s piloting inclusion models, training teachers, or supporting policy frameworks — we’re ready to walk alongside governments that are ready to reimagine inclusion.

Because nothing about us should be built without us. Most systems for autism are built by people who study from the outside. At SK, we’ve flipped the script. Neurodivergent voices aren’t an afterthought — they’re the blueprint. That’s why our curriculum doesn’t feel like school. It feels like being understood.

Art gives form to feelings that have no words. For many neurodivergent individuals, especially those navigating anxiety, trauma, or shutdowns, art becomes a lifeline. It regulates the nervous system, builds a sense of safety, and creates meaning where there was confusion. At SK, we don’t just teach brushstrokes — we help children breathe through their art.

Art is medicine — just not the kind that comes in bottles. For many neurodivergent individuals, art gives structure to chaos, and color to emotions that feel too big for words. Practicing art can reduce anxiety, improve focus, and build emotional balance — not through force, but through flow.

With eyes, ears, videos, and heart. Our teachers track daily growth through written notes, photos, videos, and skill-based checklists — shared with parents and the wider team. We look for more than “outcomes.” We track joy, regulation, skill, and confidence. And yes, it’s all monitored in real-time through tech.

With care and context, yes. We welcome ethical collaborations from those committed to neuro-affirmative research. Observers are briefed and sensitised to our approach. Our classrooms aren’t labs — they’re communities. So anyone stepping in must do so with respect for the children, the space, and the silence between brushstrokes.

That’s not a deal-breaker — it’s a starting point. We expect dysregulation. That’s why we build sensory breaks, visual tools, movement sessions, and calm spaces into every day. Meltdowns are seen as communication — not rebellion. And attention? We train it gently, not demand it forcefully.

Yes — and we do it every day. Many of our students have co-occurring conditions like anxiety, OCD, depression, or trauma-related behaviours. Our structured, sensory-aware environment combined with creative expression provides a stabilising routine that promotes healing, confidence, and better behaviour over time. We don’t “manage” the child — we help them manage themselves.

Yes — and more on the way. Our work has been featured in peer-reviewed journals and won international recognition. Upcoming research projects are in motion, including a three-year study on our academic and art modules with child development experts. We believe what works must be documented — not just felt.

Strategy, stewardship, and a lot of heart. We have strong internal systems — from program design to monitoring & evaluation. Our leadership team includes experts in governance, curriculum, neurodiversity, and finance. Every rupee is accounted for. Every child, protected. Every decision — purpose-driven.

Yes — and it already does. We train not just our teachers, but also external educators, parents, and even therapists. Our professional development modules cover neuro-affirmative pedagogy, trauma-informed practice, adaptive communication, and creative curriculum design. In short: we teach how to teach differently.

Access. Dignity. Purpose. In India, neurodivergent youth with artistic potential are either dismissed or funnelled into therapy centres. Art is seen as “extra” — never as a pathway. We’re changing that. This program gives autistic artists real training, real skills, and real futures. It’s not just an education. It’s a rewrite of what inclusion should look like.

It’s already working — and built to grow. Our curriculum is modular, research-backed, and designed to adapt across contexts. With detailed trackers, trained teams, tech integration, and strong partnerships, this is a model that can be replicated — in schools, NGOs, or public systems — across India and South Asia.

We don’t wait for “talent” to appear. We build it gently, layer by layer. Traditional art schools assume students already know how to observe, regulate, or understand abstract ideas. At SK, we teach those things. Slowly. Visually. Repeatedly. That’s why it works — even for students who’ve never drawn a line before.

That’s the dream — and the plan. The Foundation Program is the first step. From here, students may enter our Artist-in-Residence program, where they learn branding, curation, and earn through their work. But even if they don’t become professional artists, they leave with identity, skill, and confidence that carries into whatever they choose next.

We speak art — and a dozen other languages. We use visual instructions, AAC tools, modeling, movement, and storytelling. We break down every concept into digestible steps, reinforced through practice and trust. Our students don’t just copy — they understand.

Absolutely not. We don’t look for perfection — we look for spark. Some students come in drawing galaxies. Others come in holding the brush upside down. Doesn’t matter. What matters is the desire to create. At SK, we meet every child exactly where they are — and help them grow from there. What are the minimum requirements — do they need a portfolio? No fancy portfolio needed — just a spark. We don’t look for perfection. We look for potential. If your child loves drawing, painting, designing, or even just shows repetitive interest in visuals, we’ll take it from there. Our team is trained to spot artistic language where others miss it — and nurture it into something real.