Elementary Special Education Program

At Brighton, we know that the foundation of a successful education begins in the elementary years. Our Elementary Special Education Program is based on the Ontario Curriculum, with accommodations and modifications necessary to support student success.

Our program for addressing learning disabilities is structured to place a strong focus on improving students’ abilities in reading decoding, reading comprehension, written expression and mathematics skills, with best-practices, evidence-based specialty programs that address learning gaps.

Our small Learning Group model, averaging 6 or fewer students per group, ensures personal attention. Each student is assessed in each core subject, and placed according to their need, whether they are above, below, or at grade level. We monitor progress and assess fit throughout the year, with the ability to move students as they progress.

Our ‘Balanced Day’ is divided into three segments, with two 45 minute breaks for recess and lunch. Students have time for their snack or lunch before going outside to burn off energy in our playground.

Our warm, supportive environment encourages each child to be comfortable asking questions, and growing at their own pace. Our dedicated teachers focus on personalized instruction, ensuring that every student’s unique needs are met.

Special Education Classes Focus on Reading Decoding & Reading Comprehension

Reading is fundamental to success in school. The goal of reading is to understand and be able to get information from what is read. So what do you do when your child is struggling to learn to read? Or struggling to understand what they read? According to the Right To Read Report, issued by the Ontario Human Rights Commission, much multi-disciplinary research indicates that the best way to teach reading is through direct, explicit, and systematic instruction.

At Brighton, our special education classes use the Direct Instruction methodology, which for decades has been the gold standard for teaching reading skills to students. Direct Instruction programs include all the critical and recommended instructional areas: phonemic awareness; phonics; fluency; vocabulary; spelling; and reading comprehension. Research has consistently shown strong evidence that students exposed to Direct Instruction have higher achievement than those using other programs. DI programs can accommodate the needs of both lower and higher performing students. At Brighton, students are tested and assigned to small Learning Groups with students who are at their same learning level. Students receive intensive daily instruction and weekly or bi-weekly progress assessments to ensure that students consolidate their learning before moving on.

Hands-on Learning in our Math Curriculum Supports Special Needs Education

To ensure our students grasp math concepts with ease and confidence, we use a hands-on approach that aligns with the Singapore Math Method. This internationally recognized method emphasizes a deep understanding of concepts through three key stages: the concrete, pictorial, and abstract phases. It emphasizes mastering the basics first, using visual aids and manipulatives, and gradually progressing to more complex problems. We start by using physical manipulatives like blocks and number lines to help students visualize basic operations.

As they progress, students move to drawing visual models such as bar diagrams, which bridge the gap to abstract problem-solving with numbers and symbols. This method helps students develop both a strong math foundation and problem-solving skills.

This method works particularly well for students with academic gaps because it builds confidence and caters to different learning styles. By focusing on conceptual understanding before abstract formulas, students gain mastery over the material, which enhances retention and application. The method encourages critical thinking and independence, enabling students to tackle complex problems with confidence.

Writing Needs to be Actively Taught

Writing is a complex task, and can be overwhelming for students with academic gaps, especially if they’ve faced repeated challenges in the past. A process-based approach can reduce anxiety and help them engage more fully with writing. Encouraging students to brainstorm, draft freely, revise, and then edit in manageable steps reduces anxiety and builds confidence. Using scaffolding, such as sentence starters, templates, and chunked tasks, helps students tackle writing in smaller, less overwhelming portions. Incorporating multi-sensory approaches – such as audio tools, graphic organizers, and interactive writing – helps students organize their thoughts and improve fluency. Individualized support, through one-on-one conferencing and tailored rubrics, ensures that students receive the attention they need to progress at their own pace and build essential skills that will serve them in their academics.

Elementary Student Life