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Addressing Anxiety and Depression in Adolescents

Anxiety and depression significantly impact adolescents, especially those with learning disabilities, as these conditions often exacerbate existing challenges. This blog explores the prevalence of these mental health issues, the unique struggles faced by neurodiverse students, and practical strategies for support. Drawing on personal experience and professional insights, it emphasizes the importance of early intervention, emotional support, and professional care. The post also provides a comprehensive mental health resource guide, including hotlines, online forums, and self-care apps, to aid in navigating these challenges safely and compassionately.

Cody Roberts
School Social Worker

Addressing Anxiety and Depression in Adolescents

Introduction: A Personal Reflection on Anxiety and Depression

When I was in high school, I was your standard socially-anxious, highly hormonal teenager. Now that I am working in a high school, I have seen many students experience similar things that I had. I was fortunate enough to have had a strong support network, and after talking with my loved ones and finding some trusted and credible resources, I was able to manage those feelings whenever I happened to experience them.

Prevalence of Anxiety and Depression in Adolescents

For our topic this month, anxiety and depression, I wanted to share with you the importance of these symptoms and how to address them safely and compassionately. According to the CDC, among children between the ages of 3-17 from 2016-2019, roughly about 9.4% have anxiety and 4.4% have depression. Within that demographic, 1 in 3 children with anxiety also had depression (32.3%). Comorbidity also increased alongside various types of learning disabilities such as ADHD, dyslexia, etc.

Understanding the Impact of Anxiety and Depression on Students with Learning Disabilities

When considering students with Learning Disabilities (LDs), it is common for students to have other types of diagnoses such as Generalized Anxiety Disorder (GAD), Major Depressive Disorder (MDD), and/or Post-Traumatic Stress Disorder (PTSD). This can add a layer of challenges for the students as their processing speed is already affected, making them easily overwhelmed, and those other diagnoses only exacerbate the symptoms further.

Strategies for Supporting Students with Anxiety and Depression

As a professional Social-Emotional Support, I am here to help! If you notice the signs of either depression or anxiety, I always recommend seeking a mental health professional such as a therapist, psychologist, social worker, etc., to provide local resources and support as soon as possible. However, there are still some small things you can do to help support your person who may be experiencing a mental health challenge. One thing is to support and encourage extra time on tasks and break tasks down into smaller steps that can be less overwhelming to them.

The Role of Medication and Professional Support

For more intense situations, such as when depression and anxiety lead to school and social problems, lack of sleep, changes in appetite or weight, low energy, and feelings of hopelessness or worthlessness, medication may play a key role, so don’t be afraid to consult a doctor or psychiatrist as well!

Conclusion and Resources for Mental Health Support

In conclusion, I have attached my personal handy-dandy mental health FREE resource guide that has various hotline numbers, crisis lines, text hotlines, and self-care apps. Please feel free to use these as necessary, but please note that NONE of these options are meant to take the place of long-term medical or mental health care and should not be your only method of addressing your mental health concerns.

Brehm’s Mental Health Resource Guide

Hotlines to Call or Text:

Path Crisis Center

  • Call: 2-1-1 OR 1-888-865-9903 to speak with a trained counselor. Free, confidential and available 24/7
  • Crisis Text-Line (National)
  • Text: “HOME” to 741-741 anytime within the US to text a trained counselor. Free, confidential, and available 24/7

National Suicide Prevention Lifeline

  • Call or Text: 9-8-8
  • Chat: 988lifeline.org

The Trevor Project (LGBTQIA+ Support)

  • Call: 866-488-7386
  • Text “START” to 678-678 (Mon-Fri 4pm-11pm)

SAMHSA’s National Helpline (Substance Abuse)

  • Call: 800-662-HELP (4357) 24/7 available service
  • Online: https://www.samhsa.gov/find-help/national-helpline

Online Forums and Support:

  • National Suicide Prevention Lifeline: https://suicidepreventionlifeline.org/chat/  some text
    • online chat resource, works the same as the lifeline call number
  • IMAlive: https://www.imalive.orgsome text
    • is a virtual crisis center. It offers volunteers who are trained in crisis intervention. These individuals are ready to instant message with anyone who needs immediate support. 
  • BetterHelp: https://www.betterhelp.comsome text
    • connect people with licensed, professional therapists online for a low, flat fee. Therapy is available whenever you need it.
  • 7 Cups of Tea: https://www.7cups.com/ some text
    • is an online resource that offers free, anonymous, and confidential text chat with trained listeners and online therapists and counselors. With over 28 million conversations to date, it’s the world’s largest emotional support system.
  • ADAA Online Support Group: https://adaa.org/adaa-online-support-group some text
    • online support group is a safe, supportive place to share information and experiences 
  • Befreinders: https://www.befreinders.org/ some text
    • A global network of 349 emotional support centers around the world. It offers an open space for anyone in distress to be heard. Support is available via telephone, text message, in person, online, and through outreach and local partnerships.
  • Worldwide Suicide Prevention Chats: http://www.suicidestop.com/suicide_prevention_chat_online.htmlsome text
    • Is a source of emergency numbers, online, chats, suicide hotlines, and therapy options; gives a variety of support methods.
  •  Self-Injury Outreach and Support: http://sioutreach.org/ some text
    • is an international organization offering a variety of resources for those who self-injure, including guides, stories, and methods for day-to-day coping.

Self-Care/ Self-Injury Apps:

  • Finch: Self Care Widget Pet (iOS and Android) This app is a mood journal, habits, self care tracker, and self-love promoting app.
  • Calm Harm (iOS/Android): is a free app developed by stem4, a UK-based group that describes itself as a teenager mental health charity. Calm Harm seems to be a favorite because it offers various options– you can tap buttons for comfort, distraction, and more— and it keeps a log of when you felt the urge and what triggered it.
  • My Shiny Thing (iOS): This app specializes in distraction. It asks you how much you want to hurt yourself, and then shows you pages and pages of funny and cute YouTube videos.
  • Self-Heal (iOS and Android): The app gives you a randomly chosen activity to do, either now (“write words on yourself with a red marker”) or long-term (“plan for the future: holidays, weekends away, job or study plans.”) There’s also a button that takes you to the library of motivational memes and cute pictures, and another for information on managing self-harm urges.
  • What’s Up (iOS and Android): This is an app meant for all types of mental health crises. If you tap the “help right now” button, you can choose between a breathing exercise, a random “name 5 things” game (i.e. name five things around you that are green), and a “catastrophe scale” where you can evaluate what’s bothering you on a range from “everything in life is perfect” to “everything has fallen apart and it feels like it’s all your fault.” There’s also a link to forums where you can talk to others

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Cody Roberts
School Social Worker

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Reach out to our team of experts to discover how Brehm stands apart, offering a secure and nurturing environment, fostering holistic growth and development.

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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.

Department Overivew

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
Junior High English Language Arts:

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

Fundamentals of English

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

Linguistic Literacy

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

Project Read

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

Literacy Strategies

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

Modern Literature

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

Business English

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

Writing and Composition

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

Creative Writing

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