Bridge Learning was conceived in the midst of a passionate calling to meet the needs of learners struggling in mainstream schools. Bridge Learning was birthed to supplement our educational system and benefit young children by filling in the gap through our mission.
The humble beginnings at the founder’s home in 2002 has developed into a one-stop centre for learning, behavioural, social-communication and emotional needs with the current premises in Jurong West Sports & Recreation Centre and Loyang Point.
Bridge Learning’s response to the surging demand for effective and affordable specialised services and programmes under one roof offer many societal benefits. Bridge not only reduces the inconvenience and confusion many parents and community-at-large go through but also helps to minimise the costs of delayed and/or absence of intervention due to stringent criteria and age limits set by existing agencies.
Bridge Learning beams with gratitude and joy to have become the dwelling of real hope and help to many parents and young lives. Bridge Learning boasts a track record of positive progress through our Bridge Learning Methodology.
An international Singapore Social Enterprise (SE) that provides sustainable solutions to the local and global educational ecosystem, reaping both economic impacts and social harvests.
To demystify and establish high quality specialised early intervention, making it more affordable for gifted, mainstream children with mild/hybrid spectrum of LDs (learning difficulties and/or disabilities).
To transform lives with quality education and humanitarian works through a successful SE model.
Bridging Gaps…Building Lives
Expertise & Resources
- First & leading one-stop centre with full range of comprehensive services from assessment to intervention .
- Proven expertise and facilities for a wide spectrum of learning difficulties and Learning Disabilities (LDs) including hybrid, suspected, inconclusive LDs.
- Largest and most comprehensive institution in Singapore (based on available range of intervention programmes, full-time staff strength and spectrum of LDs served).
- Establised since 2003 with proven and tested track record.
- Clients include 10 000 parents, excluding educators and schools.
- All-inclusive facilities and resources on-site.
- Serve 7 months to 12 years old.
- Established capabilities’ expansion through systematic training and quality control systems.
- Hire only dedicated full-time staff as Early Intervention Specialists (EIS). No volunteers. No untrained personnel.
- Not typical one/two-man, part-timer or freelancers’ service providers. Hence, your child’s intervention and progress need not be affected due to EIS absenteeism or departure.
- We do not practice having child work with different intervention specialist(s) for every/few sessions. The pertinent understanding of the child and valuable rapport building are precious.
- Partner of Thomson Pediatric Centre who procures our intervention expertise to complement their medical, therapeutic and psychological services and vice versa.
Dynamic Diagnostic Assessment (DDA)™
- Clinical research & development over 10 years with 3 years of pre-clinical research.
- 5000 DAs conducted on Asian & Asia-based children & their parents.
- 30 000 hours spent in DDA™.
- Child-centric, unlike test or label-centric assessments.
- Adaptable and expandable to suit individual child’s needs and abilities.
- A composite range of criterion-referenced, formal assessments, expert analysis & critical observation is used for reliable conclusion, instead of solely based on standardised tests’ scorings.
- Effective assessment on a spectrum of underlying learning skills that affect learning and development.
- Useful and detailed information for planning of child’s intervention meaningfully.
- Simple and purposeful executive functions instead of difficult-to-understand reports that have the same recommendations for every type of learning needs.
- Proven that cognitive and learning abilities can improve when a child’s underlying spectrum of learning skills, difficulties and strengths are identified and intervened well.
- IQ test is also not deemed as the indicator of future performance. We observe multiple intelligences instead of just IQ. Hence, IQ test is not included in assessment.
- Holistic coverage for the child’s needs across all categories. So that one does not miss out on the child’s needs, difficulties and characteristics of lds or LDs that falls outside of these labels/categories.
- Proficient for even mild/hybrid/suspected/insufficient-evidence cases. Usually insufficient evidence and co-morbidities of these outlying LDs make formal diagnosis impossible. Efficacy is sacrificed when traditional methodologies intended for classic labels are used for co-morbidity/hybrid cases.
- No assessment of such comprehensive scope and content available in Singapore yet.
- Reliable and valid assessment likened to a comprehensive health check-up.
- Not just a reading test/isolated test component that is insufficient to comprehensively understand a child’s needs.
- More useful as content is suited for Singapore & Asia whereby academic standards are generally higher instead of solely on Western world figures and education standards (though such provide good reference).
- A worthwhile assessment of such expertise, breadth and depth value-add to any child, parent and educator.
- More affordable and pay only by the hour used.
- Assessment elsewhere, closest to that of Bridge Learning’s costs at least 30% – 400% more.
- DDA™ is exclusively available at Bridge Learning.
- Psychological Assessment estimated costs for reference:
- S$1500 – S$3000 (private practice)
- S$550 – S$1000 (after subsidies in VWO/charity sector)
- Prior appointment is needed for DDA™.
- Pioneering child-centric assessment and intervention expertise.
- Non/Cross–Categorical assessment and intervention (interdisciplinary).
- Not conventional Categorical/label-focused/testing-centric that needs pigeonholing to specific LDs. Our intervention approach is used in many developed countries advanced in assessment and intervention.
- Practical and effective.
- Utilize an eclectic repertoire of skills and intervention strategies. Not rigidly relying on a single method or strategy.
- For children who are diagnosed or suspected to have learning difficulty(s) or/and Learning Disability(s).
- For children who cannot be formally diagnosed within a category/label or are not severe enough to be classified as having Learning Disability.
- Highly proficient for mild/hybrid/suspected/insufficient evidence/diagnosed cases.
- Not restrictive to a type/category of learning disability E.g. ASD, Dyslexia, ADD/ADHD, APD etc.
- Usually insufficient evidence and co-morbidities of these outlying LDs make intervention impossible where formal diagnosis is an entry requirement and categorical approach is limited. Efficacy is sacrificed when traditional methodologies intended for classic labels are used for co-morbidity/hybrid cases.
- Designed around child’s profile, character, abilities, strengths and weaknesses instead of around a label. Not pigeonholing child to try to fit into assessment and intervention.
- Holistic intervention for a child’s needs across all categories so that one does not miss out on the child’s needs, difficulties and characteristics of lds or LDs that fall outside of these labels/categories.
- Early Intervention Specialists (EISs) go through exclusive training at least once every week/fortnight throughout the years besides other intensive training.