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Greater Hartford

Ben Bronz

  • Independent Schools

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Address 11 Wampanoag Drive
West Hartford, CT 06117
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Ben Bronz Academy is a day school for the learning disabled, serving students in grades 2-12 with dyslexia (reading disability), dysgraphia (writing disability), Executive Function Disorder (EFD), Attention-Deficit Hyperactivity Disorder (ADHD), and more. Ben Bronz Academy offers a full-time private special education program approved by the State of Connecticut with a remarkable teacher/pupil ratio of approximately one to three.

Ben Bronz Academy was founded in 1985 with the belief that every student wants to learn and deserves a chance to succeed, but not everyone learns in the same way. The Academy recognizes that students who learn differently often fail in school and become discouraged and frustrated. The goal of the Ben Bronz Academy is to help students to identify and correct their functional weaknesses and to develop strong, spontaneous thinking habits that build self-confidence and renew their enthusiasm for learning.

The foundation for the teaching methodology at the Ben Bronz Academy is MetaCognition and MetaLinguistics. Students learn by becoming aware of their own thought processes and the language they use in developing problem solving strategies. Students are then guided through an intensive school day where oral language is developed and stressed in all classes. For the severely disabled reader, the Ben Bronz Reading System, based upon years of research, addresses the fundamentals of decoding, fluency and comprehension.

Students come to the Academy from throughout Connecticut. While most students are able to return to schools in their own communities after achieving their academic goals, it is also possible for a student to complete high school and graduate from Ben Bronz Academy.

How effective is Ben Bronz Academy? Eight out of ten students entering the Academy below level in reading return to or exceed normal reading growth within their first year of enrollment. Of the alumni that have remained in contact with the Academy, 80% have reported that they have gone on to the academic or vocational pursuits of their choosing unhindered by their learning differences.

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