Families looking for a transition program are not only evaluating services. They are evaluating experience, stability, and whether a program truly understands the path from high school to adulthood.

The history of OPTIONS reflects decades of work with young adults who needed more than a traditional college pathway and more than a purely therapeutic setting. It reflects a long-standing commitment to structured independence in real-world environments.

OPTIONS grew out of the work of Brehm Preparatory School, founded in 1982 by Carol Brehm.

Carol Brehm recognized that many students with learning disabilities could succeed in a structured secondary setting, yet still face significant challenges when transitioning into adulthood. Her work was shaped in part by her son Tyson and strengthened by years of supporting families navigating similar experiences.

As students approached graduation, a clear gap emerged. Many were capable of continued growth, but not yet ready to manage college, work, and daily life independently. By the late 1980s and early 1990s, it became increasingly clear that a post-high-school bridge was needed — one focused not only on academics, but on the broader skills required for adult life.

That need became the foundation for OPTIONS.

OPTIONS began as a post-secondary transition year for Brehm graduates who had completed high school but were not yet ready for fully independent living.

Students remained in a structured environment while continuing to build skills in areas such as:

• independent living

• executive functioning

• communication

• self-advocacy

• readiness for adult expectations

At the time, there were very few formal models for post-secondary transition programs serving individuals with learning disabilities. There were no widely recognized systems, few established best practices, and limited public awareness of the need.

OPTIONS was helping define a field that had not yet been fully established.

OPTIONS was helping define a field that did not yet formally exist.

As interest grew, OPTIONS expanded beyond the Brehm campus into downtown Carbondale and surrounding residential areas.

This period marked an important shift in philosophy and program design. Rather than building independence in isolation, OPTIONS increasingly moved toward a community-based model where students could practice adult skills in real environments.

Key milestones during this period included:

• transitioning into off-campus housing at the Woodruff Apartments

• establishing academic and support spaces in the Bening Building

• expanding residential options to support a more community-integrated experience

This period reinforced a principle that still shapes the program today:

Independence is built in the community — not apart from it.

By the early 2000s, OPTIONS was recognized as one of the early post-secondary transition programs for individuals with learning disabilities in the United States.

At a time when the field was still emerging, OPTIONS stood among a small group of pioneering programs helping define what a structured bridge between high school and adulthood could look like.

OPTIONS distinguished itself through:

• a strong independent living focus

• community integration

• vocational training and internships

• partnerships with local colleges

• individualized support for young adults building readiness for adult life

This early leadership remains an important part of the program’s identity today.

As the program matured, OPTIONS pursued a permanent centralized location that could support its long-term growth.

In the late 2000s, the program acquired a former chiropractic building through a courthouse auction — a defining moment that secured a long-term headquarters and created a stronger home base for services.

This transition allowed for:

• centralized academic and administrative operations

• purpose-built learning and support spaces

• greater cohesion across services

• stronger long-term stability for students and families

Today, the campus at 900 South Brehm Lane reflects decades of development, adaptation, and commitment to helping young adults move toward greater independence.

Throughout its history, OPTIONS leadership and families have explored innovative ways to create long-term support for individuals with learning differences. These conversations have reflected a consistent concern shared by many families: how to build a future that protects safety, dignity, and independence over time.

While specific models have evolved, the guiding question has remained consistent. How can young adults be supported in ways that strengthen their confidence, increase their capability, and help them move toward meaningful adult lives?

That question continues to shape OPTIONS today.

From its beginnings as a small post-secondary extension to its role today as a structured bridge-to-adulthood program, OPTIONS has remained focused on one mission: helping young adults build the skills, confidence, and independence needed for meaningful adult lives.

Its early pioneering work helped shape an emerging field. Its continued evolution ensures that students receive support that responds to changing needs, opportunities, and expectations.

While the program has grown and changed, its purpose remains the same: helping each student move toward their personal level of independence with structure, care, and real-world practice.

Families exploring post-secondary options often want to understand not only where a program began, but how it supports students now.

An admissions conversation can help you determine whether OPTIONS is the right fit for your student’s goals, strengths, and support needs.