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Bridges

Students participating in Bridges have complex learning profiles, including but not limited to language-based learning disabilities, non-verbal learning disabilities, and communication disorders. In addition to targeted instruction for complex learning profiles, the Bridges program emphasizes nurturing, developing, and encouraging students’ independent skills as learners and as contributing members of society. All students participate in their respective state assessments in accordance with each student’s Individualized Education Program (IEP). 


In general, students may exhibit any of the following characteristics:

  • Challenges with oral and written expression, reading acquisition and/or reading comprehension 
  • Challenges with math computation and applications
  • Challenges with executive functioning and all aspects of organization and academic production
  • Moderate to high levels of anxiety (related to learning challenges)
  • Challenges with social judgment, social interactions, and nonverbal communication
  • Within Bridges, students are provided with individualized, student-centered instruction within a supportive environment. The emphasis is on While concurrently participating in an academic program designed for independence and success, individualized transition programming help students make a transition into the world of employment and/or to other post graduate training opportunities.  

Specific aspects of the program include the following:

  • Consistent and predictable routines and structures.

  • Supported participation in general education academic classes with an additional focus on passing periods, lunch breaks, assembly participation, etc. 

  • Small group credit bearing academic classes where needed

  • Executive functioning support to help students develop organizational skills, complete required classwork, and self-advocacy.

  • Daily modification of assignments and use of consistent accommodations; pre-teaching, re-teaching, and spiral teaching as necessary for success

  • Use of research-based reading approaches designed to work with students with decoding challenges

  • Speech/language services including social pragmatics provided by licensed specialists.

  • Occupational therapy, physical therapy and adaptive physical education provided by licensed specialists. 

  • Embedded social skills instruction and counseling, clinical check-ins, and coping strategy practice. 

  • Transitional programming preparing student for future independence; employability training, and essential life skills coursework

  • Individualized transitional planning; completion of a transition assessment, development of transition action plans based on disability related needs

  • Ongoing communication and collaboration with families