School History
Brehm Preparatory School was founded in 1982 by Carol Brehm and a small group of professionals in the learning disability field. Mrs. Brehm was the mother of Tyson Brehm, a high-school student with learning disabilities whose unique needs were not addressed by the public school system or by traditional boarding schools.
A Mother’s Passion, a History of Progress
Tyson's mother, Carol Brehm, dreamed of a school where her son and other students could get the kind of specialized help they needed. The honorary shovel broke ground on the nine-acre campus in April of 1982.
By late August, four humble dorms and two modest academic buildings were built at 1245 East Grand Avenue, in Carbondale, Illinois, a location selected for its proximity to Southern Illinois University. The school doors opened that fall for 19 students being taught and supervised by 17 full- and part-time staff.
Through strong leadership and strategic planning, the Brehm community built on each year of success and dreams. Our expertise, programming, footprint, and success stories have grown substantially since that first dream. Yet, the heart of why we exist remains constant. We believe in students.
A Major Expansion
Brehm visionaries continued to dream of better facilities and programs for more students. From 1996 to 2006, Brehm underwent major expansions, led by a strategic planning process open to all stakeholders. The plan resulted in the addition of two new academic buildings, a new girls’ dorm, a therapeutic and administrative building, the expansion of existing dorms and academic buildings, and a new multi-purpose building with a dining hall, gym, cyber café, and stage.
Bringing a Dream to Life
Through it all, the school’s mission and vision have remained constant and true to Carol Brehm’s dream — to empower bright students who learn differently. Her passion and spirit continue to be a motivating presence, guiding leadership and stakeholders on a daily basis and in long-range strategic planning focused on keeping Brehm at the forefront of special education.
Together, Let’s Explore if Brehm Is the Right Fit for Your Child
Connecting with a boarding school that understands your child's needs can be daunting.
Reach out to our team of experts to discover how Brehm stands apart, offering a secure and nurturing environment, fostering holistic growth and development.
English Department
The English Department of Brehm Preparatory School provides individualized instruction for students in literature, writing, grammar, research, and technology integration. To deliver a standard-based curriculum, we provide the necessary accommodations and strategies. We address the foundational language skills when necessary to fill the learning holes and improve outcomes.
The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.
The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.
The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays.
The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.
The English Department’s objectives for all classes include:
- Improve reading skills while reading a variety of literary genres
- Understand, analyze, synthesize, and assess literary elements
- Evaluate literature in relation to historical perspectives and/or context
- Use assistive technology and software to read, comprehend, organize, and present information (BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth, G-Suite – Docs, Forms, Slides)
- Apply grammatical, spelling, and punctuation rules to writing
- Speak and write clearly and concisely on a specified topic
- Expand and refine vocabulary
- Engage in higher order thinking skills
- Reading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software
The English Department of Brehm Preparatory School provides individualized instruction for students with learning disabilities in literature, writing, grammar, technology integration, and reading remediation. The curriculum provides students with the skills necessary to become independent readers, writers, and thinkers in traditional and digital print. English teachers enable students to receive direct instruction regarding technologies and compensatory strategies that can aid them in information acquisition and comprehension improvement.The remedial courses are composed of three to five students who have demonstrated difficulty with reading fluency, word reading, vocabulary, comprehension, and writing skills. Instruction may include any of the following methodologies: Orton-Gillingham, Lindamood-Bell programs, and Language Circle resources to expand students’ phonemic awareness, fluency, and comprehension abilities. When necessary, this course moves at a slower pace while reading abridged texts. Writing activities are focused on teaching the writing process and strategy development.The modified courses are composed of five to six students that require direct instruction but provide more opportunities for independent performance of skills. Instruction consists mostly of group reading and independent reading depending on the individual student’s abilities and skill levels. This course moves at a moderate pace while reading a mixture of abridged and standard texts. Writing activities are performed at a guided practice level, often incorporating five paragraphs essays. The standard courses are composed of seven to eight students. The focus of these classes is to improve overall understanding of literary components and advance verbal and written expression. Instruction consists mostly of group reading with opportunities for independent reading and higher-order thinking skills. These courses move at an average pace, depending on individual skill levels, while reading standard texts. Writing activities are performed with prompts and opportunities for more independent essay writing.The English Department’s objectives for all classes include:Improve reading skills while reading a variety of literary genresUnderstand, analyze, synthesize, and assess literary elementsEvaluate literature in relation to historical perspectives and/or contextUse assistive technology and software to read, comprehend, organize, and present information
(BookShare, Keynote, iBooks, Grammarly, Speech-to-Text, Text-to-Speech, Quizlet, Storyboardthat.com, Photobooth,
G-Suite – Docs, Forms, Slides)Apply grammatical, spelling, and punctuation rules to writingSpeak and write clearly and concisely on a specified topicExpand and refine vocabulary Engage in higher order thinking skillsReading support and coaching through online software