The Bridge School

Programs, Strategies and Perspectives – Setting the standard

  • Self-Determination Program – Developing critical self-advocacy and independence skills
  • CVI – From assessment to intervention – Developing functional use of vision
  • Curriculum – Planning and implementing modifications and accommodations for access to education
  • Communication – Skill areas and strategies for developing proficiency in use of AAC

more info

Communicative Competence with AAC – – Skill areas and strategies for developing proficiency in use of AAC

Self-Determination Program – Developing critical self-advocacy and independence skills

Mobility and Assistive Technology

Home News

more info

The Bridge School

Programs, Strategies and Perspectives – Setting the standard

  • Self-Determination Program – Developing critical self-advocacy and independence skills
  • CVI – From assessment to intervention – Developing functional use of vision
  • Curriculum – Planning and implementing modifications and accommodations for access to education
  • Communication – Skill areas and strategies for developing proficiency in use of AAC

more info

The Bridge School Course of Study

Overview and Guiding Principles

The Bridge School

Programs, Strategies and Perspectives – Setting the standard

  • Self-Determination Program – Developing critical self-advocacy and independence skills
  • CVI – From assessment to intervention – Developing functional use of vision
  • Curriculum – Planning and implementing modifications and accommodations for access to education
  • Communication – Skill areas and strategies for developing proficiency in use of AAC

more info

Our preschool and elementary classrooms serve up to fourteen students each school year. Setting up the classroom environment requires careful planning and organization to meet the needs of the group as well as for individual children. Learning centers, bulletin board displays, computer set-ups and instructional materials are arranged to welcome the students and to support a functional learning environment. Our classroom arrangements create an atmosphere that fosters the inquisitive nature of our students, supports their attention and learning needs during small group sessions and independent tasks. Furniture and large instructional materials are arranged to allow ample space for the students to move freely in their walkers and wheelchairs.

The classrooms are designed to accommodate a variety of activities throughout the day while supporting engagement, independence, exploration, learning and play. Clearly defined spaces within the classroom set the stage for specific kinds of interactions among students and teachers. Students quickly learn where they will gather for a large group meeting, where to expect small group instruction and where their independent learning stations are located.

Movable furniture helps us create multifunctional learning spaces so the classroom can quickly be changed from group work to individual learning. In order to meet the diverse needs of our students, the physical classroom arrangement takes into account a range of environmental considerations such as lighting, noise level, visual and auditory input and accessibility of materials. Computer workstations provide each student with his or her own personal space and are individually designed to maximize their independent access to curricular activities, materials and technologies. The classroom layout is arranged to accommodate each student’s ability to access and navigate within the various activity areas. Pathways are broad to facilitate ease of movement in support walkers and wheelchairs. Learning centers and student workstations are located around the sides of the room.