All loving parents desire to give our best to our little ones. Education holds prestigious significance in any responsible parent’s list. Hence, scampering from one tuition centre to another enrichment centre is a familiar scene. In the Singaporean context, being “not kiasu” when it comes to our children’s education almost seems like an oxymoron. Who can blame well-meaning parents for wanting the best for our offspring?

When our children are not making the grades in school, the panic button is activated. We cram our children’s schedule (and our own) with tuition and remedial drills. For long, we acknowledge that boring rote learning can be seriously damaging to young minds. We believe that learning must be fun and engaging. We agree that in order for our children to compete in tomorrow’s globalised world successfully, learning must be delivered in innovative ways different from our generation. And now, even the MOE conceded the sacred cows’ slaughtering for revolutionary changes. Yet, isn’t drills of more worksheets and assessment books the only security blanket we know? Read more.

The regurgitation of information during tuition not only proves ineffective and dulls learning processes, it reinforces the sense of failure in the child. Many of us are unaware that our children in mainstream schools may have some form of mild to moderate learning difficulties (lds) or Learning Disabilities (LDs). These lds/LDs hinder a child’s optimal learning performance, social-communication, behavioural & emotional domains. Majority of these children have normal to superior Intelligence Quotient (IQ) and/or Emotional Quotient (EQ) yet struggle with school, learning and self-concept. 

Learning difficulties (lds) can be due to various causative factors linked to the home environment, school experience, teaching methodology, curriculum pace and content and issues related to the child himself/herself. These may include mild to moderate visual processing, auditory processing, memory, spatial, sensory integration, gross/fine motor and conceptual development difficulties. 

Learning Disabilities (LDs) include suspected signs and symptoms or confirmed Dyslexia, Asperger Syndrome, Autism Spectrum Disorder (ASD), Attention Deficit (Hyperactivity) Disorder (ADD/ADHD), Dsypraxia, Dysgraphia, Auditory Processing Disorder (APD), Sensory Motor Dysfunction (SMD). 

Bridge Learning is the leading expert in identifying and providing quality intervention comprehensively, for a wide spectrum of mild to moderate lds & LDs, through Needs/Abilities-Focused (Non-Categorical) instead of traditional Label-Focused (Categorical) approach since 2003.

Lds/ LDs vary in degree of severity and combination(s). Most children have co-morbidities or what we called a “hybrid” case; more than 1 form of learning difficulty present. Hence, Bridge Learning’s non-categorical approach in Diagnostic Assessment and Early Intervention has proven to be most effective with thousands of children.

Our hallmark diagnostic early intervention is the ingenious amalgamation of the expertise in therapy and specialised education with proficient academic pedagogies, to realise your child’s latent potential like never before. Our outstanding track records speak for itself.

The Wise Chinese Proverbs Appropriate for Bridge Methodology
“Effective Remedy Happens When We Examine The Roots Of The Challenge and Act Accordingly.”
“Treat The Roots and Cause, Not The Symptoms.”

Bridge Learning is the name YOU can trust!
Give Your Child The Bridge Learning Diagnostic Assessment & Early Intervention Now!

Notes:

• A child may have learning difficulties but may not have Learning Disabilities. 

• A child who has Learning Disabilities certainly has learning difficulties.

• Learning Disorders (LDs)/Specific Learning Difficulties (SLDs) maybe used interchangeably for Learning Disabilities.

• The above listed lds & LDs are not exhaustive.