641 Sladen Avenue, Ottawa, Ontario, K1K 2S8, Canada
361 - 365 Richmond Street, London, Ontario, N6A 3C2, Canada
2007
2002
400
345
Nursery/Toddler to 12
9 to 12
Coed
Girls, Coed
Day
Boarding
English, French
English
Academic
Academic
Progressive
Traditional, International Baccalaureate
10 to 15
5 to 15
Learning, Developmental
Learning, Behavioral
Dedicated class; in-class adaptations
Dedicated gifted school
$13,000 to $17,000
$28,000
No
No
0%
0%
None
None
$0
$0
24
86
0%
100%
90%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
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St-Laurent is still fairly young, having been founded in 2005, though it certainly hit the ground running. Today it rightly has a strong reputation for the strength of its academic programs and the vibrancy of the school community. The program stretches from the early years through high school, and that’s a draw for families who would like to have a consistent school experience. There are two locations, one dedicated to augmenting the early years program. Neither location is smack dab in the centre of town, with a residential neighbourhood offering a welcome buffer and heightening the sense of place. There are of course very many resources on offer in the capital region, and instruction, rightly, reaches out to make good use of them. Also a draw is an active approach to emotional and social development, as is the attention to physical education and interpersonal and environmental empathy. The school was formed through a partnership with parents, and a very porous interface between faculty and families remains a strength of the school today.
View full reportLondon International Academy was founded in 2002 with an explicit attention to preparing students for success at university in North America. In the years since the student population has grown considerably, as has the school’s mandate. Today annual enrollment is 350 students who arrive from around the world. The school has developed a full palette of services with the international student in mind, including language instruction, university guidance, cultural exchange programs and a challenging curriculum. The ideal student is one with an eye to succeeding in post-secondary studies in Canada.
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"he has done a 180, and we owe it to the school"
Eric Purdy - Parent (Feb 10, 2018)
My son loves his experience so much that he is first in the car every morning. He has done a 180 in ...
View full review
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"Centrally located in Ottawa, we have everything in place to help each student discover their unique path from daycare, JK-Gr. 12. Our teachers offer diversified approaches to learning, incorporating a universal design tailored to students’ individualized academic pathway. Our award-winning programs feature strong academics, project-based science program, speciality programs (art, tech, music, dance), daily physical education with weekly specialty lessons (gymnastics, archery, golf etc). Ministry Inspected."
"London International Academy (LIA) is a Private Secondary Boarding and IB World School, located in the beautiful forest city of London, Ontario. LIA offers academic OSSD courses from Grades 9 - 12 for both international and domestic students. LIA offers not only OSSD and IB, but also a STEM Elite Program, Summer Courses, Summer STEM Camps, and offers four intakes throughout the year. *Scholarships available upon application*"
"Our diversified approach fosters creativity, integrates French and English language, encourages physical fitness, as well as provides for a curriculum that balances academics with the application of real-world learning. Students are set up for success as they follow their pathway from Elementary to Junior High and then to High School, enabling them to move forward to the University or College of their choice."
"London International Academy is the only private school in London to offer the IB Diploma Programme, also is the only private school in the province of Ontario to offer DP Spanish, 1 of only 16 private schools in Ontario to offer the IB DP programme; overall LIA ranked in the top 3 schools out of 500 schools in the Canadian mathematics competitio. Located in London Ontario the forest city is a slow pace and welcoming atmosphere, is an excess city for high school students and newcomers in Canada"
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"St-Laurent Academy is continually identifying, developing and implementing the best approaches to learning. Our focus on each child’s profile and needs, allows us to ensure student success in all areas of development, from Junior Kindergarten to High School. Our campus is equipped with a range of facilities which include the latest technology for all ages."
"1. Quality teachers with individualized support may more easily assess each student's performance level and take the appropriate steps to help those needing it.
2. Experiential Learning: provide a well-rounded education that is more regulated and concentrated. Students can choose a mix of science and art courses depending on their needs.
3. Career and future Opportunities: advantage when looking for university since we provide a pathway program"
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"Communication with parents, students and team members is at the center of our success. Tools such as Google Classroom, Google Calendars, our School Portal, regular email updates, accessibility for parents to meet and contact our teaching team and administration, and formal and informal student/parent meetings are just a few ways that we ensure everyone is moving toward the same goals for your child."
"Our LIA Care+ program delivered by a team of accredited mental health professionals - empowers students to pursue personal success with well-being and emotional balance."
"Our private elementary school in Ottawa Program reflects our belief that physical activity and well-being are essential to learning. On a daily basis, and within a safe and dynamic environment, our students participate and have fun in daily Phys. Ed classes, 2 outdoor recesses, a variety of clubs and teams, as well as a weekly, enriched Phys Ed program. This program takes us out into the community to work with specialists in areas such as tennis, swimming, yoga, golf, skiing, archery, rock climb"
"We help launch our students into post-secondary education for a successful academic, social, and cultural integration; with a strong track record of placing students in Canada's top universities and programs focused on meeting the needs of international and local ESL Students, LIA is ready to help students achieve the goal."
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St-Laurent Academy offers your child engaging and caring teachers, a small class size, and a safe secure learning environment where diversity is celebrated. Whether in our daycare, elementary or high school program, your child will benefit from close personal relationships with teachers, and a focus on their individual success. I invite you to visit our classrooms and experience first hand the difference a St-Laurent Academy education can make for your child.
The Academy prides itself in providing students with a challenging and excellent high school educational program almost invariably leading to admission to one of the leading universities in Canada. The school also provides a well rounded education with much organized social, recreational and educational activity at the school and class level. As testimony to the quality of our students and our educational program students from the Academy have achieved and continue to achieve outstanding results in mathematics, computing and physics contest organized by the Canadian Mathematics Society and the University of Waterloo.
London International Academy has a first rate academic program, a fully qualified and very well educated teaching staff, bright and comfortable classrooms, continuous student counseling and advising, and a very effective and enthusiastic student support staff. All of these factors contribute to student enjoyment, motivation and adaption to North American culture which obviously includes the rapid acquisition of English. This is confirmed and illustrated by the tremendous disproportionate success of international students enrolled in the school in obtaining university and college places.
London, Ontario is a healthy, safe and pleasant small city which facilitates student involvement in the local community. Students who enroll in the Academy will be embarking on a pleasant but rigorous and stimulating educational journey culminating in acceptance by an excellent university.
Yours Sincerely,
Paul Debenham
Principal
Traditional
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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.
Our youngest Daycare students (10 months - 3 years) follow the principles of How Does Learning Happen? - an Ontario Ministry of Education inquiry-based approach, which builds on children's interests and is directed by educators observations of their learning. Learning is documented and shared regularly with parents. Parents are an important part of the learning community and we invite them to extend learning at home. Parents are also invited to Open Houses regularly to participate in their child's learning. Our progressive Elementary & Secondary curriculum offers every student what they need to succeed; filled with hands on activities, regular field trips, and enriched projects, students are engaged and school becomes a challenging and fun part of life. With the Ontario Curriculum in mind, we differentiate our teaching and our assessment to meet the needs of each individual student. Multiple Intelligences are recognized, assessment is progress-oriented, and cross-curricular themes integrate subjects for learning connections. At St-Laurent Academy learners are active participants, problem solvers, and planners.
London International Academy (LIA) is certified in accordance with the Ontario Ministry of Education to offer academic courses from grades 9 to 12. LIA is authorized to grant the Ontario Secondary School Diploma to all successful students. An optional program offered at LIA places a strong focus on STEM - Science, Technology, Engineering and Mathematics, we also have several clubs with a STEM focus.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Math is taught with all learning modalities in mind, and differentiated for individual student success. We enjoy math conversations, visual math, hands-on activities as well as traditional math learning.
The most effective approach to teaching math will depend on the students' specific needs and the curriculum's goals. Teachers may use a combination of different methods to meet the needs of all their students.
Jump Math, because of its scaffolded and spiral nature works for learners at both ends of the spectrum. Our students love the Smart Board integrated lessons. Students also have Mathletics accounts for online practice and international competition!
Winplot PowerPoint presentation www.graphsketch.com DESMOS Graphing Kahoot.com Canton, B. et al., McGraw-Hill Ryerson. Kognity Gstore Oxford university press
Calculators are used regularly to support student learning.
Exams allow using calculators for certain portions of the exam or problems. Students may use a calculator for arithmetic calculations or solving a complex equation; some exams may prohibit using calculators altogether, especially for problems designed to test a student's mental math skills or ability to perform calculations by hand.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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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.
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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.
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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
Physiology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
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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).
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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.
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“Humanities and the social sciences take on a more pragmatic approach at London International Academy, with students often exploring the “bigger picture” of major social theories and social issues through both research-based projects and collaborative presentations that focus on the historical question of “How did we get here?” and “Where are we going?” as a society. The emphasis is on the student as a learner, and the aim is to focus on how their perspectives shape their understanding of the world around them and that of humanity as a species. It is through this student-centred approach that we strive to understand our modern world with all of its continuous fluctuations and shifts so that our learners will be able to meet these changes best and, ideally, become a positive force that might just be able to impact where we will go in the future.”
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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LIA’s initiative on STEM (Science, Technology, Engineering, and Mathematics) includes an integrated, interdisciplinary series of programs that provides students the opportunity to explore advanced technology fields at the high-school level. The STEM Club at LIA is one of the Elite Programs that encourages students to explore trends and techniques in STEM related fields, and promotes experiential-based learning, which allows students to earn practical, hands-on experience to use technology to solve real-world problems. We’ve built a FIRST Robotics (FRC) team since 2015. Except for the yearly FRC robotics competition, the STEM Club also have group/individual projects related to 3D design & 3D printing, mechanical engineering, and software/application development. The STEM Club also support academic competitions in STEM fields, which include a variety of math, science and computing competition.
Web design
Robotics
Computer science
Beginning at 18 months of age, students at St-Laurent Academy have physical education EVERY day. We believe active bodies support active minds, and that creating the habit of daily fitness activities at an early age sets students up for a healthly and active lifestyle. Phys Ed is presented in our full-sized gymnasium 4 days a week, and once weekly we travel to the Ottawa Athletic Club for a number of non-traditional activities like tennis, squash, racketball, spinning, yoga, and swimming. Our Preschoolers also have a weekly swimming or skating sessions.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Our Kindergarten approach is academically oriented, with our teachers ensuring that students at this age receive time for direct-instruction every day! We also offer time every day for play-based learning and physical education daily. Our small classroom size allows for plenty of one-on-one attention, and close and secure relationships are built.
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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.
Students are sometimes grouped to work with children at similar levels. At other times stronger students are given opportunities to "teach" with groups of lower performing students. In this sense students are learning with peers, but also learning about collaboration. Students are also grouped by learning style as well.
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Rigorous
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”.
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”.
In a safe, supportive environment, LIA will provide learning and living opportunities for all students to strive to realize excellence, their personal potential, and to develop an understanding of social responsibility and respect for individual and cultural differences. Our professional and highly motivated staff will challenge student thinking so they they will grow in knowledge through inquiry and quality learning, and foster interest and love of science, technology, and the arts.
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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London International Academy students will be successful, powerful learners who will strive to be global citizens. Our students have an understanding of social responsibility, and respect for individual and cultural differences. Our students celebrate cultural diversity and individual differences.
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
St-Laurent Academy is a school for all kinds of learners. Students who are successful at St-Laurent Academy are of Average to Superior Intelligence, are motivated and engaged learners, who enjoy and value the learning process. Some of these students may not have been able to demonstrate their knowledge or intelligence in a traditional school setting; however, with teachers who understand how they learn, school is once again engaging and challenging, and each success builds upon the last. The majority of our students with special needs are dyslexic, and we support them with a scaffolded Orton-Gillingham remediation program in one-on-one sessions. Students having gone through these programs at St-Laurent Academy go on to be very successful in University and College Programs - often on the Honour Role. Our approach at St-Laurent Academy has prepared them well - giving them the self-esteem and tools to continue learning throughout life.
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Our Resource Coordinator oversees the development of Individual Education Plans for both identified and non-identified students. Accommodations are suggested to ensure students are experiencing academic success, while leveling the playing field. We have Orton-Gilligham based dyslexia remediation options for students with language learning disabilities - 85% of our IEP's are for dyslexia, which often comes with very high intelligence, sometimes unevenly placed by subject. Average to gifted learners and dyslexic students are well supported by differentiation and Multiple Intelligences Theory to acheive to their best potential at St-Laurent Academy.
Each semester, teachers will indicate at-risk students and provide additional tutoring and counselling support.
CompetitiveComp. |
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
0%
0%
$0
$0
90%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Rolling
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
No
No
No
No
No
No: grades 9 - 12
No
Yes
Well rounded, curious students, who enjoy a challenge, and thrive in a close school community environment.
London International Academy (LIA) is looking for well rounded students with a focus on academics, who wish to continue their studies to post-secondary education. A student will be successful at LIA if they are community minded, a global citizen with respect for individual and cultural differences.
Daycare families are invited to meet our Daycare Supervisor Virtually followed by a virtual tour.
Kindergarten to Grade 12 prospective students are invited to meet with our admissions team virtually, allowing us both to get to know each other and determine if St-Laurent Academy is a good match.
Previous report cards, recommendations, and any previous assessments are also taken into consideration.