Bridge Learning is a neuroscience-based, private early intervention centre who helps children with mild to moderate learning disabilities (LDs) or learning difficulties (lds).
We are an Approved Institution/EIPIC by Ministry of Social and Family Development (MSF) for Specialised Early Intervention.
Bridge Learning is renowned for its highly-effective neuroscience-based, cross and non-categorical approach to specialised early intervention instead of the widely practiced label-centric categorical approach.
Pigeonholing children under specific labels serves only to hinder them more. We drop the pigeonholing and get to the real work of helping children overcome their learning difficulties. Intervention is far more efficient and effective when it is more child-centric than label-centric. Such a methodology involves more extensive knowledge, expertise and experience than just aggregating assessments’ scoring and churning out intervention based on labels.
Since 2003, Bridge Learning personalised one-on-one and group intervention programmes to target diverse learning difficulties efficiently and effectively. We identify a child’s strengths and weaknesses that affect learning through the Dynamic Diagnostic Assessment™ (DDA™).
It maps out an Individualised Developmental and Progress Profiling (IDPP) whereby Brain Architecture™ development includes Bridge NeuroGym™ Exercises and Israeli Brain Techniques to improve brain hemispheres’ communication and successively with academic studies.
It also uses a S$1million proprietary systemised e-portal in benchmarking quality assurance in intervention delivery to children while reducing reliance on individual discretion that may differ from professional to professional.
No, it is not. Bridge Learning is a private early intervention centre, an Approved Institution/EIPIC under Ministry of Social and Family Development (MSF) for Specialised Early Intervention.
Bridge Learning serves both mainstream and gifted children aged 2 to 12 years old. Learners aged 1.5 years old are welcome to enrol into our inclusive preschool programme, Harvard Little Playtots for a start.
We accept mainstream and gifted children who are diagnosed or suspected to have hybrid (multiple difficulties/co-existing) and/or mild to moderate learning difficulties (lds) and Learning Disabilities (LDs).
We serve all types of learning difficulties/Learning Disabilities except for physical impairments. These include Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), Autism Spectrum Disorder (ASD), Auditory Processing Disorder (APD), Dyslexia, Dyscalculia, Dyspraxia, Dysgraphia, Sensory Motor Integration Dysfunction, Global Developmental Delay (GDD), etc.
Majority of our learners are from the mainstream schools, only a small percentage of them are from special education schools.
We accept both Singaporean PRs/citizens and non-Singaporeans. Our financial subsidies are also available to all who qualify regardless of race, language, religion and nationality.
We would recommend for your child to go for our DDA™ to assess if his/her ability falls within our profile and if any of our programme(s) is/are suitable for him/her.
We are not registered with the Committee for Private Education as we do not provide full-time courses. Hence, we will not be able to apply a student pass for your child.
In Bridge Learning, we practise cross and non-categorical assessment and intervention.
Pigeonholing children according to their learning difficulties serves only to hinder them more.
We drop the pigeonholing and get to the real work of helping them overcome their learning difficulties. We deal with the underlying root issues, not the symptoms.
We integrate the best of two entities that are dichotomised; mainstream and special education in our curriculum. In short, we apply an eclectic approach that combines various approaches and methodologies depending on the aims of the lesson and the abilities of the learners.
Different teaching approaches like Applied Behavioural Analysis (ABA), Orton-Gillingham (OG) approaches are applied if it works for the learner.
We will work with you on the availability of your schedule against ours, based on the programmes recommended after the DDA™ and advise accordingly.
Our hiring and retention policy has always been, ‘’Only candidates with Passion, Character, Competency and Commitment may apply.’’ Possessing a sincere love and passion for children is priceless and far more valuable than paper qualifications, especially in our field. Everyone agrees about this reality but we make it a reality.
Bridge Learning is certainly more fastidious about the staff’s character and purpose although certificates are important. We prefer people with varied educational background and working experience as they bring with them diverse ways of thinking, talents and experience that can be harnessed and synergised for the benefit of the children.
For example, a former biochemist is the main specialist who designs our sciences curriculum for the gifted children with mild learning difficulties. We are outliers in our thoughts, just like the children we serve. ☺
If a person has the right heart and good character, he/she will pick up the skills and experience well and quickly. Conversely, if a person has all the good qualifications but has no love or purpose for children, it is useless to us and the children.
Our Early Intervention Specialists (EISs) must have at least a diploma or degree and preferably with at least 2 years of working experience. Career-switchers are welcome.
All EISs have to go through structured and intensive training on our proprietary methodology and services to carry out the specialised intervention works. This includes continuous professional development training of at least 200 training hours per year. Session observations are carried out by peers and the Founder throughout the year and without prior notice is in place for all to improve practically, regardless of their seniority.
Most importantly, we develop BEE, the proprietary systemised e-portal in benchmarking quality assurance in intervention delivery to children while reducing reliance on individual discretion that may differ from person to person. Our research-based training and delivery systems ensure our children receive the highest quality of intervention and enable many to be well-trained by our Early Intervention Specialists.
They are known as Early Intervention Specialists. As majority of our learners have mild to moderate LDs/ lds, and most of them are from the mainstream school, an allied health professional is not required in our programmes.