615 Wellington Street, London, Ontario, N6A 3R6, Canada
2632 Liruma Rd, Mississauga, Ontario, L5K 1Z1, Canada
2012
2012
30
55
8 to 12
SK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
5 to 8
8 to 12
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$20,200
$7,200 to $20,000
No
No
0%
0%
None
None
$0
$0
6
4
0%
0%
94%
0%
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades SK - 12
No
No
information not available
information not available
The Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
View full report“Vianney Academy was a life saver for our family,” says one parent, and that sentiment is common among the parent community. The program is small, student-centered, and eminently supportive, addressing the unique needs of students who have struggled in other, less focused learning environments. The main thrust of the program is on core literacies, gaining a sense of mastery with literacy and numeracy while also building the students’ confidence as learners. The administration is prone to engage with the parent community, and many feel that they are being listened to, and truly understood, for the first time. A rich co-curricular program, including frequent field trips, helps keep things fun, and connection high. Simply, it’s one of those excellent programs that was founded in order to change lives, and help families, and it’s proven its ability to do precisely that.
View full reportinformation not available
"...follows the fundamentals of learning and focuses on appropriately pushing a child to learn and understand the material"
Samantha Lawrence - Parent (Jun 08, 2021)
My son has attended Vianney Academy since SK. I tried one year at another school but came right back...
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"From the principal to the teachers and support staff, everyone shows deep concern for the welfare and progress of the students."
Marilyn Alfano - Parent (Jun 08, 2021)
Both my children experienced attention to their worries and concerns. They were listened to beyond ...
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"They have tirelessly worked with him to help him achieve success in many subject areas."
Susanna Beghin - Parent (Jun 30, 2021)
Vianney Academy was a life saver for our family. My son had trouble attending in a regular classroom...
View full review
"The Sycamore School offers personalized, alternative education for today’s learners who must be capable of independent, flexible thinking. The school's unique approach aims to educate students who are able to meet the requirements of the Ontario Secondary School Diploma and yet experience struggles along their path. Courses are offered within a multidisciplinary framework enabling positive, collaborative, learning experiences that are guided by caring teachers."
"At Vianney, we believe that all children, regardless of their learning challenges, can succeed academically if given the right environment, therapies and curriculum. Our focus is on students who are struggling with the core subjects of reading, writing, spelling, grammar, and math. Our unique classroom style is flexible, supportive, and tailored to the students’ individual needs – utilizing multiple educational therapies, small classes, and individualized coaching. Our students feel safe, cared for and understood."
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
"At Vianney, we are open to working with parents to determine the best curriculum and approach to teach their child. We are flexible in our thinking – we are willing to change or adapt our program for each student. Parents are welcome in our classrooms to observe, help their child transition, or to volunteer.
The majority of our students are following the Ontario Curriculum. However, if a parent decides that they would like to omit courses or modify parts of the curriculum for their child we are happy to make a unique program for the child.
We believe that all children, regardless of their learning challenges, can learn if given the right therapies and curriculum. We offer a variety of proven educational therapies within a program that will enable your child to learn and thrive.
We connect with each student. Our students are happy to come to school. They feel safe, cared for and loved."
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"At Vianney, we focus on bringing students who are generally struggling or who are behind in school back up to grade level. We have a greater focus on educational therapies, remedial work, and fine motor skills, resulting in less intensive French, drama, and music programs.
As a small school, we have multiple grade levels in the same classroom - our division based on age is less pronounced than in a public school system. This has numerous positives – students become accustomed to socializing with different age groups, reflecting what they would likely encounter at a local park."
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"Generally, our students come to us when they are a year or more behind in their academics. This could be due to a variety of reasons – dyslexia, ADHD, high functioning ASD, behavioural issues, illness, etc. Our main goal is to bring them up to grade level, by offering an environment that is flexible, supportive, and tailored to their individual needs – utilizing multiple educational therapies, small classes, and individualized coaching. Once at grade level, we continue to provide specialized teaching to ensure the student will have ongoing success and the greatest possible academic opportunities in the future.
Further, we cater to students who have had difficulty building or maintaining friendships, or who have felt they do not ‘fit in’. With the support and coaching at Vianney, strong and healthy relationships are developed. All students learn to understand and accept differences, to learn, play, and care for each other like family."
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"Vianney is a small school - children with severe behavioural issues would not be a good fit for our small environment.
Further, if a child does not have any learning or social difficulties, and they are having success in their current school situation, there would be no reason for them to attend Vianney. We have found, though, that once a student’s challenges have been overcome in our environment, they do not want to leave! Students frequently state that they like being able to learn at their own pace, they like the small and supportive environment, and the strong sense of community that Vianney fosters."
"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
"Our student to staff ratio is much lower than most schools, typically 5:1. Classrooms are designed for up to 20 students, but we cap enrollment at 12, meaning the learning areas are spacious and comfortable. Parents love the flexibility we provide in each student’s curriculum. Parents are permitted, and encouraged, to volunteer in the classroom, allowing them to see first hand the great work we do. Teachers are accessible to parents on a daily basis. OAP funding is available to use for our therapeutic programs. Vianney has a very strong sense of community, with our students often complaining they cannot come on weekends and holidays."
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"At Vianney, we will do whatever it takes to ensure every student has success. The majority of students who come to Vianney have challenges, whether academic or otherwise. With our flexible and tailored support and guidance, the students overcome these challenges – they develop the confidence to make mistakes, to learn from those mistakes, and to keep trying. Whether it is slow and steady, or very quick, the students always improve.
We are frequently told that we care – about our student’s academic growth, but also about their emotional well being. The result is happy and successful students, where happiness and success had been missing."
"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
"Children need the right environment in order to thrive/succeed. At Vianney, with our small class sizes and low student to teacher ratios, we provide an environment where the student feels secure and understood, so they are comfortable enough to make mistakes, and to know that no one will tease or belittle them as a result – the staff and their fellow classmates are supportive, allowing the student’s confidence - and academic success - to improve."
"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
"The educational therapies utilized at Vianney exceed expectations. It is one thing to tell a parent that they will see their child’s cognitive abilities and emotional regulation/self control steadily increase from the therapies employed. It is another for a parent to tearfully relate how shocked they are with the leaps their child has had. Students of all ages, regardless of their challenges, will experience continuous growth/improvements in their cognition and behaviour.
As the child experiences these changes, learning becomes easier for them, and they are motivated to do the therapies and more work."
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"Vianney moved to a new facility in January of 2023. This facility provided much more open space and natural light, and allowed our enrollment to nearly double. In September 2023, Vianney opened a second facility to cater to middle and high school students.
The additional space allows Vianney to offer additional services in the evenings and on weekends - specialized tutoring, respite care, after school and evening courses."
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"We plan to continuously educate ourselves on therapies that can help improve our students learning experience – we are constantly researching the best methods to get the fastest results.
With two new facilities, our goal is to improve the existing program, expand into afterschool and weekend programs, utilizing our space to improve the lives of as many students as possible."
Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
Hello!
Thank you for considering Vianney Academy for your child's education! Is your child struggling in school? Do they have a learning disability? Are you both frustrated, not knowing where to turn for help? We can help! Vianney Academy is a warm and welcoming small school with programs designed to help your child learn the core subjects of reading, writing, spelling, grammar, and mathematics. We offer cognitive therapies and activities that will help speed up your child's processing speed. If you answered yes to my questions I hope you will reach out to me. Vianney can give you hope and guide your child to success. Let's chat and see if our program is right for you and your child I look forward to hearing from you.
Sincerely,
Karen Uschold, Principal
Progressive
Information not available
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.
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.
Not applicable
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
All students spend the morning working on what we call their “Daily”. An IEP (individual education plan) is created for them based on their assessed learning level and personal needs, and then continually monitored to ensure it continues to encourage and challenge them as they advance. Some of the skills our students learn in our unique classroom style are: organizational skills self-regulation assessing their own personal success knowing when to ask for help working independently
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Information not available
Textbooks are used as reference, not followed as curriculum delivery systems.
Information not available
Information not available
Phonics-intensive
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.
Information not available
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Information not available
Equal Balance
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.
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.
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
Zoology
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.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
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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.
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
Information not available
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.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Practicing artists become part of the teaching/guiding program in Visual Arts.
Information not available
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.
Information not available
Information not available
Web design
Robotics
Computer science
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
Information not available
Academic
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.
Focus is on
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
Information not available
Supportive
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 “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.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
At Vianney we respect that not all children develop and mature at the same rate. We gently encourage and support their growth in all areas of their lives.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
We aim to develop critical and creative thinkers who are proficient problem solvers. We expect that our students will utilize their knowledge and talents to always elevate those around them.
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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
We have a speech pathologist that supports our students on a weekly basis, although there is an extra cost for this service. If the child has occupational therapy or other therapies to assist their learning we are happy to incorporate them into their school day.
High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
Children with clinically diagnosed learning disabilities are all welcome to participate in our program.
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
94%
0%
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades SK - 12
No
No
No
No
No
No
Yes: grades 8 - 12
No
No
No
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.
Application Process and Enrolment:
1. Request an interview. At the interview Vianney's principal will have the opportunity to meet you and your child. Please bring any assessments, observations and recent report cards. Vianney Academy will consider any student for enrolment.
2. Once enrolment has been offered you will be emailed an enrolment package with further instructions and forms to fill out and return to secure your child's place at Vianney. The application and registration fees must be received along with your completed forms.
3. Your deposit of $2,000 must be received by August 9th. The remaining monthly payments (September - June) must be received by the 1st of each month (or the next normal business day if the 1st falls on a weekend). Payments can be made by credit card, cheque or e-transfer. All items received NSF are subject to a $50 NSF fee.