207 Bayswater Avenue, Ottawa, Ontario, K1Y 2G5, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
1989
1909
150
890
1 to 12
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
8 to 14
18 to 22
Learning, Developmental
Learning
Dedicated class; in-class adaptations
In-class adaptations
$15,400 to $18,000
$25,365 to $27,660
No
Yes
0%
20%
None
7 to 12
$0
$14,500
13
68
0%
0%
75%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
No
Yes: grades 7 - 11
information not available
information not available
Schools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Heritage. Louise Brazeau-Ward’s son had dyslexia, and she had watched him struggle in traditional academic settings, something which inspired her to make a difference in his life and the lives of others like him. Today she’s a world renowned expert in dyslexia, and a proponent of the Orton-Gillingham multi-sensory approach to instruction which she then adapted. All of that forms the foundation of Heritage Academy, the school that Brazeau-Ward created in 1989. Today the school is run by her daughter, and the program, though having grown over the years, remains consistent to its founding mission. The school provides support for students with dyslexia as well as other challenges. The environment—one that is created to address the needs of the students—can itself be transformative. For many students, that’s what Heritage principally offers.
View full reportFounded in 1909, LCC has a long tradition and a reputation to match. The list of alumni includes some shining lights of Canadian arts, letters, politics, business, and academics. There is a sense of place, and it’s considerable—students feel that they are participating within something larger than themselves. Of course, LCC has evolved over the years, though adaptations have been considered and orderly. A bilingual program for the primary grades was adopted in the early 1990s. The school became fully coeducational in 1995. The International Baccalaureate programme, too, is relatively new. Families are attracted to the traditions of the school, and the dedication to adapting to meet the needs of students. LCC continues to provide an example both of the value of looking ahead, developing programs that will meet the evolving needs of students, and with an eye to the kinds of academic, professional, and social environments students will encounter in their post-secondary careers and beyond.
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" ... were able to customize a plan to teach to his strengths."
Kim Bridgeman - Parent (May 02, 2018)
Our son had many difficulties in the regular school system due to a number of learning disabilities ...
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"...emerged from the school with a giant smile and said, "THIS school is where I belong"."
Lisa Gomes - Parent (May 02, 2018)
My child appreciates the individual attention afforded by small class sizes as well as the flexibili...
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"...thoroughly impressed with the teaching staffs' dedication and care."
Susan Ward - Parent (Jul 18, 2018)
My daughter transferred mid-year. She likes the small classroom setting and the teaching staff. She ...
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"Heritage Academy specializes in supporting students with Dyslexia, as well as students with other language-based learning exceptionalities. Our multisensory environment and smaller class sizes are beneficial for students with a wide range of other exceptionalities. By promoting the values of honesty, perseverance and teamwork, Heritage Academy fosters acceptance and growth among our students and enables them to reach their full potential."
"Globally minded, LCC is a gender-inclusive, independent, university-preparatory, K-12, day school offering the IB MYP and DP. Located on a 7-acre campus in the heart of the Monkland Village, the school has a rich history, an inspiring team of faculty, and a diverse and highly motivated student body. With a challenging academic program and extensive co-curricular offerings that include athletics, arts, service, debating and leadership, our focus is on fully developing the mind, body and heart of every student."
"Our environment, with smaller class sizes and less stimulus, are often advantageous to students with ADD/ADHD. In addition, our teachers bring in the use of frequent body breaks, use of manipulatives, use of multisensory fidgets and use of the desk bicycles.
By promoting the values of honesty, perseverance and respect, Heritage fosters acceptance and growth among our students, and enables them to reach their full academic potential. We love to see students learn how to succeed and enjoy school."
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"Families have grown to know Heritage as a school that provides both academic and social support for students struggling in their current environment. Heritage believes in the potential of our students. Once they have been provided with the tools and strategies to help them learn based on their individual profile, our students can excel and reach their utmost potential."
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"By engaging students with multisensory teaching techniques and by using different modalities, students love to learn at Heritage.
We help students foster new friendships and face new challenges with a positive and open approach. Children deserve an environment that is nurturing, and understanding each student's true potential is essential."
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"Our teachers and tutors are dedicated to making a difference in their students' lives. Working tirelessly to ensure the curriculum is delivered engagingly and that students progress in the areas that may have been difficult for them, our staff ensures that each student enjoys school and is part of the learning adventure each grade experiences. We follow the "Tribes" program and want all students to feel included and part of the Heritage family."
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Heritage Academy of Learning Excellence, founded by Louise Brazeau-Ward, has come a long way since its inception. In the early 1980s, Louise (as she is known at the school) was a frustrated parent tired of watching her dyslexic son continually struggle in school. This compelled her to focus her time and energy towards dyslexia research in order to help her son and other children struggling with this learning exceptionality. Through her involvement in this issue, Louise became an internationally recognized expert in the field of dyslexia research and therapy. With the goal of providing an academic environment that met the unique needs of students with dyslexia and other learning exceptionalities, Louise opened Heritage Academy in 1989.
As Louise began to train new teachers, she recognized the necessity for a specialized system to support the development and strengthening of written language skills in dyslexic students. To meet this need, she developed the Simultaneous Multisensory Teaching method (SMT), a unique learning system available in both English and French. Since its introduction, teachers, students and parents alike have found this system to be a highly effective way of improving and enhancing reading, writing and spelling skills in dyslexic students. SMT is still taught at Heritage Academy, with the concepts being integrated into all aspects of the curriculum. SMT is also utilized in schools and homes throughout Canada and abroad.
With Louise Ward’s retirement in 2006, Heritage Academy is now under the watchful eye of Cheryl Ward, Louise’s daughter. The school has grown larger, but remains true to its original purpose. We continue to specialize in supporting dyslexic students, and have expanded our expertise to provide additional comprehensive support to students with a variety of learning exceptionalities. By promoting the values of honesty, perseverance and respect, Heritage Academy fosters acceptance and growth amongst our students, and enables them to reach their full academic potential.
Awareness of learning exceptionalities has been steadily increasing in recent years. Learning exceptionalities are being more readily diagnosed and progress is being made to lift the negative connotations traditionally associated with such exceptionalities.
Recent research has concluded that dyslexia, ADHD and many other learning exceptionalities are not linked to levels of intelligence. Rather, this indicates that students who receive appropriate accommodations to support their learning challenges can still excel academically.
This is where Heritage Academy can help: We are an Ottawa-based school specializing in helping students with learning exceptionalities reach their highest academic potential. Unlike most schools, Heritage Academy offers small classes with no more than twelve students per teacher. We teach grades 1-12 and provide each student with a supportive learning environment and customized learning approach that best suits their individual learning needs. Heritage Academy: Our methods work – come check us out!
Ask LCC students, parents, teachers, or alumni what makes LCC a special place and they will tell you: Abundant Opportunities; A Culture of Excellence; A Strong Community; and Exceptional Resources.
We know this because we cared to ask. As educators, we understand that these defining characteristics are central to a student’s journey in discovering all that he or she can be. And this strikes at the core of our philosophy.
Our school offers amazing opportunities for students in kindergarten through grade 12 because we believe they are essential to the student’s fullest development in mind, body, and heart. We also understand that it’s not “one-size-fits-all” when it comes to education and personal growth. Providing a breadth of well-integrated curricular and co-curricular programs keeps students engaged, allows them to try new things, and stretches their boundaries in a safe environment.
What is striking—and personally gratifying—is that students and staff alike enjoy being at LCC. We are a school that sets high standards in all that we do, but we also welcome the challenge. Positive student involvement, committed teachers, supportive parents, and a joy of learning combine to make the LCC educational experience exceptional. Our faculty and staff inspire our students to do their best and discover new strengths and passions. These special relationships are the true measure of what distinguishes the programs and opportunities of our school.
Community is part of our core values. At LCC, there is a genuine sense of pride and belonging palpable not only across our four school divisions, but also in all layers of school life. We live our motto—Non Nobis Solum/Not for Ourselves Alone. This means instilling a sense of responsibility and accountability in our students, and ensuring everyone has the chance to make a difference in the lives of others, locally or globally.
Outstanding resources help make all of this possible. We are fortunate to have some of the best facilities in the city, which are complemented by innovative programming and teachers prepared to go the extra mile. Whether it be math and science, performing arts, technology, athletics, leadership, service, Pre-University, or the International Baccalaureate Diploma Programme, it comes down to people, facilities and programs. Together, they provide a comprehensive experience that develops personal potential and brings about endless possibilities for LCC students.
There are many excellent schools from which to choose and we recognize that selecting the school that best fits is important. We invite you to explore LCC and discover for yourself the journey that will lead to The Power to Be.
Christopher Shannon
Head of School, Pre-U graduate, and parent of two LCC alumni
Liberal Arts
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
GRADES 1-8 Our program offers a rich curriculum stressing disciplined learning. Skill development is a major goal of a demanding academic program. All classes emphasize the need to write, speak and listen effectively. Some students entering these grades already have had a history of school failure because of reading, writing and math difficulties. GRADES 9-12 Our high school courses lead to the Ontario Secondary School Diploma (OSSD). Courses offered by Heritage Academy have been developed according to the requirements of the Ontario Ministry of Education and Training. CLASS SIZE Our average class size is 12 students, with 1 main teacher, 1 resource teacher, 1 behavioural interventionist, and 2 educational assistants on staff.
LCC’s academic program is designed to stimulate intellectual curiosity, develop essential literacy and numeracy skills, and inculcate life-long learning habits that promote excellence. We want our students to become independent learners who can face new challenges and stretch their capacities to think critically and creatively. They must feel free to take intellectual risks and understand that as much can be learned from failure as from success. Our program encourages students to be engaged in their learning processes, appreciating their own strengths and recognizing the areas in which they need to improve. We foster a culture of achievement, where students strive to do their best and are acknowledged for their efforts.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Multi-sensory and Hands on Approach to Mathematics. We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
We utilize textbooks that follow along with the Ontario Curriculum as well as online resources (ie. Mathletics, Gizmos).
Information not available
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
We are certified Ontario school and follow the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We are a certified Ontario school that follows the Ontario Curriculum. We incorporate the big concepts, phonemic awareness and additional multi-sensory teaching approaches that are seen within the SMT program. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
We are a certified Ontario school that follows the Ontario Curriculum. We utilize differentiated methods and supportive assistive technology as is necessary.
Information not available
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
At LCC we offer a safe and stimulating physical environment nestled away from the other divisions of the school. We implement a challenging bilingual program led by excellence in teaching, and we instil a set of values to ensure that each of our students grows to meet the challenges of the future, not only with confidence but with compassion. Along their journey students are exposed to a variety of experiences and opportunities that help them discover all that they can be.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Please call LCC (514-482-0951) for more details.
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
20%
$0
$14,500
75%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 7 - 11
No
Yes: grades K - 11
No
Yes: grades 5 - 12
No
No
At LCC we aim to educate the child in mind, body and heart and, as such, admission considerations at our school extend beyond test results. We want to know the whole child. We seek diverse students who demonstrate potential, excitement for learning, and commitment. When we invite a student to join our school, we believe that it will be a mutually beneficial experience. We want the child to grow beyond their imagination and expect that their involvement in our community will strengthen the school as a whole.
Late applicants may be accepted depending on available space. In this instance an individual pay schedule will be created on a case-by-case basis. Please contact us at 613-722-0133 with any questions regarding our admissions process. We also encourage you to visit Heritage Academy and see for yourself how our unique program works.
□ A completed application form