Programs @TBS

  • About – Past, Present and Future Perspectives
  • Education – Supporting students’ participation in age-appropriate curricular activities
  • Transition – Supporting families and students who graduate from TBS in their subsequent placements
  • Outreach – Sharing our experience and knowledge-base nationally and around the world

The Bridge School Model

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

Employment Opportunity @ BTLS
Speech-Language Pathologist

Communication @The Bridge School

  • Communication @TBS
    • What is Communicative Competence?
    • Assessment
    • Planning for Success
    • Intervention

The Bridge School Model

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

CVI Webinar 9: Effective Interaction Strategies for Children with CVI and CCN

CVI@The Bridge School

The Bridge School Model

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

CVI Webinar 9: Effective Interaction Strategies for Children with CVI and CCN

Support The Bridge School

  • The Bridge School is dedicated to improving the lives of individuals who need support in developing a voice of their own. Your charitable donation makes a significant difference in the level of support we are able to provide to children and their families locally, nationally and globally. Donate today!

Announcing The Bridge School’s Memorabilia Shop!

Bridge to Life Services @The Bridge School

The ultimate goals of Bridge to Life include:

  • serving individuals with physical and/or communication impairments from birth through adulthood, locally, nationally and globally 
  • providing professional development opportunities in our areas of expertise 
  • contracting with families, agencies and school districts to offer direct services to students with severe physical impairments and complex communication needs

Employment Opportunity @ BTLS
Speech-Language Pathologist

Acting and knowing are inseparable aspects of human life. Children spend a great deal of time engaging in behaviors such as moving, throwing, and wiggling around, all with no apparent goal. However, research supporting current theoretical views of development reveals that there is more purpose to physical movement than previously thought. Typical toddlers travel 39 football fields in a day creating stimulating learning opportunities about themselves and their environment. The freedom of movement afforded by self-initiated mobility greatly expands opportunities for children to explore and interact as they move toward desired objects, locations and people who are beyond their stationary reach. Research demonstrates that these kinds of experiences are critical for the development of visual spatial cognition, problem solving, communication, social-emotional regulation and postural control and underlie a full range of skill development. In contrast, young children with physical disabilities spend more time sitting than their peers, experience low daily physical activity, and are typically positioned in non mobile therapeutic equipment and pushed in strollers or wheelchairs for mobility. Without a means for self-initiated mobility, they have limited opportunities to access their surroundings, which further limits their ability to initiate, explore, discover, interact and learn. The effects of providing self-initiated mobility experiences to young children with cerebral palsy to enhance learning will be shared. Activities for participation in natural settings and recommendations for matching self-initiated mobility devices and modifications to the child’s abilities and environments will be described through slides and videos.