Speech & Language
What do Helen Keller, King George the VI, and Brehm students have in common? They all benefited from hard-working, creative communication teachers. Born blind and deaf, Keller learned to speak, write, and read. King George overcame a stutter and conquered his fear of public speaking. And Brehm students have advanced skills and self-confidence through the services of Brehm’s credentialed Speech-Language Pathologists (SLPs).
Aspects of many Learning Disabilities (LDs) can be remediated through Speech and Language, which is why it has been part of the bedrock of the Brehm program from its inception. For example, a reading comprehension LD may have roots in delayed vocabulary development, made worse by poor memory; a written expression disability may be based in poor language organization skills.
Students with autism have varying levels of “theory of mind.” A word-finding deficit may impact a student both in the classroom and socially. Therefore, 95% of Brehm students automatically receive Speech-Language services typically of 100-150 minutes per week at no extra cost.
What Speech and Language Pathologists Do
Brehm Speech-Language Pathologists work to enhance student lives by improving their ability to navigate the world, find social and academic success, discover their strengths, and heal their self-esteem. Many students come to Brehm with unique learning and functional challenges which may have eluded previous interventions.
Social Pragmatics
Reading situations and people, advocating, and conversing
Language
Word, sentence, paragraph meaning, reading, writing, literacy
Cognition
Problem-solving, executive function, attention, and memory
Listening
Hearing acuity and auditory processing
Speech
Articulation, fluency, and voice
Brehm Parent
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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.
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