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 curriculum and instruction is significantly enriched for our students by our additional focus on three specialized curricular areas: Mobility and Assistive Technology, Communicative Competence with AAC, and Self-Determination. For a variety of reasons, our students may require specific, systematic instruction in these specialized curricular areas to address essential content and skill development that:

  • May be unique to the educational needs of students with complex communication needs associated with severe speech and physical impairment, and/or
  • General education peers may learn through experiences at home, school, and in the community