Boys Town breaks ground on DLR Group-designed early childhood center

The 24,000-square-foot facility in Nebraska will expand specialized education for children who are deaf or hard of hearing, incorporating sensory-responsive classrooms, advanced communication systems, and geothermal HVAC.

Nov. 4, 2026

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Key Highlights

The 24,000-square-foot center is expected to open in spring 2028 at Boys Town’s national headquarters campus near Omaha, Nebraska.
The facility will include four preschool classrooms, two infant rooms and two toddler rooms, with planned capacity for 80 students.
Design features include acoustically optimized classrooms, visual and tactile cues, specialized therapy rooms, listening technology and a sensory-motor room.
A central art studio will connect to a secure courtyard designed for outdoor play and communication in an acoustically controlled setting.
Boys Town has provided specialized early childhood programming for children who are deaf or hard of hearing since 1982.

Children playing on playground in inner courtyard of school building.

Boys Town has broken ground on a new 24,000-square-foot Early Childhood Development Center at its national headquarters campus near Omaha, Nebraska, expanding access to specialized early education and family support services for children who are deaf or hard of hearing.

Designed by DLR Group, the facility will bring together early childhood education, clinical services, and learning environments tailored to the communication and developmental needs of infants, toddlers, and preschoolers. Construction was formally launched Oct. 21, and the center is expected to open in spring 2028, according to Boys Town.

DLR Group Principal and K-12 Education Leader Vanessa Schutte, AIA, ALEP, said in a press release:

“This school sets the standard for how intentional design leads to better learning environments. Every space at Boys Town Early Childhood Development Center strategically and keenly responds to the unique needs of its students through specialized visual and tactile design cues. These students will have a space they deserve to learn and grow in.”

Young boy stands in front of house-shaped bulletin board opposite a large peg-board featuring student artwork along left-hand side of hallway. — A rendering of Boys Town's planned Early Childhood Development Center in Nebraska. Designed by DLR Group, the 24,000-square-foot facility will provide specialized early learning environments for children who are deaf or hard of hearing.

The expanded facility will include four preschool classrooms, two infant rooms, and two toddler childcare rooms, increasing enrollment capacity, serving children beginning at six weeks of age, and providing before- and after-school programming for school-age children. DLR Group anticipates a planned enrollment capacity of 80 students.

Boys Town has provided specialized early childhood programming for children who are deaf or hard of hearing since 1982, focusing on language development, literacy, and social skills. The new center will build on more than four decades of experience by integrating specialized education with clinical research and family-centered services, according to Rod Kempkes, Boys Town CEO.

Why this matters

The Boys Town project offers a practical example of how specialized education requirements can inform facilities planning from the outset. Acoustics, visual accessibility, classroom flexibility, and the ongoing maintenance of communication technology are essential considerations when designing for children who are deaf or hard of hearing.

For school facilities leaders and education architects, the project also demonstrates how early learning, clinical support, and outdoor spaces can be integrated into one facility while incorporating energy-efficient building systems that support long-term operations.

“By bringing our research, clinical expertise and specialized education together, we can help more children access language and learning opportunities during the years when they matter most,” Kempkes said in a statement.

Designing for communication and sensory needs

The building’s design incorporates visual and tactile cues, acoustically optimized learning environments, and technology intended to support communication and student independence.

According to DLR Group, classrooms are designed to accommodate both visual and auditory communication, with flexible layouts that encourage exploration and movement. Specialized therapy rooms and a sensory-motor room will provide additional spaces for individualized learning and support.

Listening technology will be embedded throughout the building as well, supported by on-site audiologists who can maintain and repair equipment to minimize interruptions to learning.

Additionally, an art studio will serve as a central gathering and learning space, connecting directly to a secure courtyard that supports outdoor play, movement, and exploration. The courtyard is designed to provide an acoustically controlled environment that supports listening and communication.

The project also incorporates a high-performance geothermal HVAC system intended to promote occupant comfort and well-being.

DLR Group Principal and K–12 Education Leader Vanessa Schutte, AIA, ALEP, said the facility's design responds to students’ needs through specialized visual and tactile features, creating environments that support communication, discovery, and independent learning.

Contributors:

Robert Nieminen

This piece was created with the help of generative AI tools and edited by our content team for clarity and accuracy.