72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
2975 Edmond, Kirkland, Quebec, H9H 5K5, Canada
Indirect Support:
72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
2975 Edmond, Kirkland, Quebec, H9H 5K5, Canada
2001
1987
45
985
3 to 12
Preschool to 12
Coed
Coed
Homestay, Boarding, Day
Day
English
English, French
Academic
Academic
Progressive
Traditional
4 to 6
9 to 22
Learning, Developmental, Behavioral
Learning
In-class adaptations
Dedicated class; in-class adaptations
$30,750 to $33,270
$86,670 to $89,180
No
No
0%
0%
None
None
$0
$0
5
62
67%
0%
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 1 - 12
Yes: grades K - 11
No
No
No
No
information not available
information not available
Every private school exists to meet the needs of a specific set of learners, which is something that on the whole differentiates private education from the public system. And in that sense, you can’t find a better example than Applewood. It isn’t the right school for all students, but for a specific set of students—principally ones that require therapeutic support and individual learning programs—it is unequalled. When students arrive at Applewood they find themselves in an environment in which they are at the centre of the program, not somewhere ancillary to that. They also find a staff that is expert in their needs, and can envision their path to success. It’s a great school, and a great story. The ideal student is the one who is struggling elsewhere, and who can benefit from a dedicated, empathetic, specialized environment.
View full reportKuper was founded in 1986 as a means of providing an intensive, imaginative program for the early grades. The school has grown since then to include the upper grades, and housed within modern facilities, with physical expansion completed in 2008. The attention to an intensive curriculum remains, one that seeks to straddle the goals of a traditional liberal arts education with a range of 21st century literacies. While not expressly intended as a gifted program, the ideal student is one who is able to thrive within a traditional, challenging, yet diverse learning environment inclusive of a relatively large student body.
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"The program at Applewood is designed to solicit my child's best performance and to improve her understanding of how the world works."
Vivian Alexander - Parent (Apr 15, 2019)
My daughter is an international student, and we were looking for an environment, that afforded struc...
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"Applewood Academy is a therapeutic boarding school for students requiring individualized academic, clinical, and behaviour-management solutions. We are experienced in special education, psychiatry, psychotherapy, and child/adolescent management. We maintain academic and residential placements by establishing therapeutic relationships; applying cognitive-behavioural management; implementing individualized learning programs; and utilizing continuous clinical and academic support. Academic: Sept-Jun; Summer: Jul-Aug."
"Kuper Academy is a private, non-subsidized, coeducational preschool, elementary and secondary school serving the West Island of Montreal. A modern building complex situated on a six-acre campus provides a wealth of facilities, including two libraries, three gymnasiums, playing fields, three science and two computer laboratories. Kuper's reputation for academic excellence is built upon its challenging curriculum, the dedication of its staff and its positive learning environment."
"Applewood Academy stands alone among schools, beginning with our clinical orientation. While other schools have special education departments, Applewood starts with a clinical program used to shape personalized educational and residential programming. This results in more comprehensive clinical plans for each student and a much greater likelihood of success in delivering individualized care and personal growth. Applewood elementary and secondary grades follow the Ontario curriculum."
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"Families choose Applewood Academy because of the close relationships we establish with the family and the student. We approach education from a clinical perspective, which means that we can quickly understand and respond to the different challenges of each student. We “get” each and every unique situation. Families quickly gain confidence that we can craft and implement a plan—from accommodation, to education, to social/recreational activities—that is going to work. And it does."
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"We can’t overstate the significance of Applewood Academy’s clinical orientation. Many of our families arrive overloaded with diagnoses and reports, whether academic, behavioural or medical. Our ability to make sense of all this information and to map out a clinical program that pulls in the education component is without parallel. Our follow-through with families is just as good. Applewood is never closed during the school year; we are always here to communicate and optimize."
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"What families find surprising about Applewood Academy is the quality of care. Our materials speak to the level of care that we provide, but experiencing our care first hand is typically a revelation for families. Care for Applewood students doesn’t end after the academic day is done, nor Friday afternoon. From individualized learning plans, to the most suitable accommodation option, to after-school activities that are both fun and build towards a normalized life; care is what we are all about."
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Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage.
Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered a dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry and Social Work.
Applewood Academy for Progressive Learning is a privately operated school, licensed by the Ministry of Education, to provide educational programming for students from kindergarten to grade 8, who have exceptional treatment and behavioural needs.
At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences.
Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs and continuous clinical and academic support.
Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions.
Applewood Academy for Progressive Learning has set its’ goals:
We look forward to hearing from you with any inquiries you may have. Feel free to contact us at any time!
Sincerely,
Terry Stevenson
We recognize that the selection of a school is an important decision for both you and your children. At Kuper Academy, we offer a challenging English academic program, French courses suited to individual ability, as well as a rich school life in a safe, suburban setting.
Our teachers and staff guide our students as they move from childhood to young adulthood, preparing them to meet the challenges of life with confidence and enthusiasm. We always strive to ensure that each student enjoys academic success, experiences personal growth, and develops lasting friendships through participation in school activities.
Welcome to our Kuper community!
Traditional
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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.
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Many of our students have experienced frustration and lack of success in the school setting. Some also struggle with peer connections in this setting. We strive to create a program in which our students feel emotionally and practically supported in reaching their highest potential in the school setting. The elementary program focuses academically on the a direct instruction program model and Ontario curriculum. The high school program focuses on direct instruction programming and supported distance education through local community schools and Independent Learning Courses. Applewood Academy for Progressive Learning is structured around 5 key presentational competencies that support successful transition through school and into adulthood: 1. Academics: The student increases his/her academic functioning; 2. Internal Regulation: The student improves emotional and behavioural functioning; 3. Social Presentation: The student matures in social functioning equivalent his/her ability; 4. Safety: The student achieves and maintains a safe presentation; 5. Participation: The student maintains an academic based placement
Kuper follows a traditional approach to learning that nurtures the relationship between the teacher and students. In the early elementary years learning is focused on the development of foundational skills, language, numeracy as well as exposure to physical and artistic activities. As learning progresses students continue to develop fundamental skills as well as become self reliant learners. In secondary school, grades 7 to 11, students are exposed to a structured six period school day focusing on the importance of self discipline. Learning is not limited to the classroom. It is reinforced at home through well thought out assignments.
Traditional Math
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.
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.
Applewood provides direct instruction programming until the student achieves Ontario Curriculum grade level in remedial math.
Mathematics instruction follows two primary approaches, skills conceptual learning and problem solving. Students are expected to develop the mathematical concepts but must also apply these in the context of complex multi-layered problems. Hence reading skills are further developed within the mathematics context.
Variety of material are used to support the mathematics program. Each students receives an individual program that is developed by the teacher using several learning tools the meet the students need.
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Students are allowed to use calculators only when they have shown they are able to add, subtract, multiply and divide independently as a basic skill.
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Balanced Literacy
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.
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.
Applewood uses the direct instruction reading programs. Kindergarten to Grade 2 level teach sounds and sounding out. Grades 3-8 focus on grade level vocabulary, reading fluency and reading comprehension. Students who are not receiving direct instruction are completing programs from the Ontario Curriculum and/or individual academic programs developed to enhance a specific academic skill.
The early reading combines both mini word recognition and phonetic blending. Students are exposed to progressively more complex words and sounds. Very simple readers are used to reflect the child's pacing and ability.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A psycho-educational assessment is completed for each student and is updated yearly using assessments - such as the Wiatt.
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.
Applewood delivers writing instruction with a focus on the conventions of proper spelling, sentence structure, and punctuation. Students learn the basic structures of the paragraph and the essay, along with the writing skills necessary to produce them, There is an emphasis on clear and concise communication.
Students are encouraged to develop comfort with writing. Students at first learn to write imaginary words which become more robust as formal spelling is introduced. This is designed to nurture the passion for writing while introducing the rigor of formal structure.
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.
Applewood exposes the elementary students to the Ontario Science Curriculum standards through a variety of hands on activities and highly visual presentations. High School level students receive courses through community High School programs and/or academics individually developed to teach and expand academic skills.
The school places emphasis on experiment driven learning within the context of theoretical learning. In elementary, this is reflected in the bi-annual science fair. In senior school mandatory science fair participation obliges grade eight and advanced grade ten students to propose an original scientific experiment and present it in the annual science fair. Many students have gone on to provincial acclaim, some even starting commercial ventures based on their high school projects.
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
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.
Applewood uses a variety of texts to enhance students learning. Students are exposed to a variety of literature through their individual learning programs, direct instruction, and through curriculum based learning.
Focus is on students understanding and appreciating literature as a reflection of human thought and experience. Elementary students will study simple novels in the middle elementary years. Emphasis is placed on both comprehension and response to the narrative. In high school, students continue novel studies as well as yearly study of Shakespearean plays. Students become familiar with formal literature responses through structured writing.
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
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).
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.
Students are exposed to the experiences of children their own age around the world and in different historical time periods.
In addition to thematically studying social studies concepts in the context of history and geography, elementary students participate in a bi-annual international evening where each class studies a specific topic with the context of a broad theme. The class findings and projects are publicly displayed to the wider school community. Focus is to sensitize students to cultural sophistication within the school population.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Applewood uses real life, current, and past examples of what students of similar age would be experiencing in other countries in present day as well as what experiences would be relevant to those in other historical periods. Individual and curriculum based programming is included in the Social Sciences.
Focus is on citizenship education centered on history and geography in the early high school years. Students are exposed to the study of world history and thematic geography. In the senior grades the study of history shifts to Canadian history with special emphasis on Quebec's particular situation. In the final year a special contemporary world course exposes students to issues of global interests.
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.
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Spanish is taught in the first two years of high school, grade seven and eight. Students become conversationally functional and literate. Students are able to read and formulate coherent written sentences using the basic established grammatical conventions. French is NOT a foreign language and is taught at every grade to reflect the graduation requirements of the provincial ministerial requirements.
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
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.
These programs have an equal emphasis on receptive and creative learning.
The visual arts program is student-driven with a focus on creativity and art as a therapeutic outlet.
Arts education is a requirement at every grade level. This covers a wide range, including music and band, drama, dance, performing arts (Glee), and graphic arts. The focus is on students understanding the fundamentals of a specific discipline then learning to express these in the context of their own individual experience. For example, students may study a particular genre of painting and will be expected to apply this. Musical education/band allows students to learn to play a specific instrument within the context of the school's band program. In addition, school plays are performed at all levels, pre-school, elementary and high school.
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.
Computer are used in the school to enhance learning experiences and/or as a defined accommodation but are not a focus which would distract from the core learning required by our students.
All classrooms are equipped with multi media projectors. In addition, students and teachers have access to various computing facilities, including labs and Ipad carts. Focus is technology as an adjunct to learning. Some students may also choose to follow more in depth programming and robotics courses in the later high school years.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, Applewood Academy must ensure that all elementary students, including students with special needs, have a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day during instructional time. The goal of daily physical activity is to enable all students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities. Daily physical activity may include walking, active games, yoga, dance, aquatics, sports, and fitness and recreational activities (where facilities permit). In addition to daily physical activity Applewood provides Ontario Curriculum based learning.
Focus at all levels is that students must be physically active in order to follow a health life style. Team and individual sports are practised. All instructors are also certified coaches who accompany students in formal sporting activities outside the classroom under the general umbrella of the Greater Montreal Athletics Association. It is of note that many Kuper students have achieved international acclaim within the sporting world.
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.
Applewood provides programming for Kindergarten students that is focused on developing the foundations of learning in a supported and structured environment. Students are provided direct instruction programming that is suited to individual needs in conjunction with a mental health supported structured environment. Play based and therapeutic play based activities is an integral part of the programming.
Although social interaction plays an important role in the development of early learners, it is also important to awaken the intellectual curiosity of students through teacher guided activities. Letter and number recognition and mini word reading, are an integral part of the learning process. By the end of the year most students are able to read short basic stories in English. The program also introduces students to French language skills, focusing also on foundational vocabulary.
Standard-enriched
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.
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.
We tailor the instruction of multiple subjects to meet the individual needs of the students. Cyber learning and technology are used to support and enhance the learning/experience, enticing and encouraging learning that is not well served through traditional educational practices.
Mathematics and French language instruction are streamed to reflect student ability and background. Math is enriched to incorporate calculus in grade 11 and students may be certified as native French speakers by ministry of education of the French Republic.
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”.
Applewood treats all students with respect and compassion. The following fundamental principles make up our service philosophy to enhance academic achievement: • We work in partnership with all of our students in a way that fosters dignity, self-respect and independence. • We demonstrate cultural proficiency, gender sensitivity, diversity and respect for individuals’ needs and strengths and promote these values within our professional networks and collaborations. • We focus on the students strengths in all aspects of programming, and promote individual achievement as a primary treatment objective.
Focus is on students developing the foundational skills that result in academic excellence; specifically, self discipline and work ethic. Students are expected to complete daily homework and study as part of the educational process.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
Applewood aspires to shape our students into those who: - Have an improved understanding of self; identity, personal strengths, community and cultural awareness, existing resources and personal goal setting. - Achieve academic success and personal achievement with the consistent support and encouragement of the team. - Develop appropriate coping skills, ability to address emotional/behavioural problems and improved mental health. - Experience increased expectations regarding self-management and life skills, in correlation with functioning potential, until reaching full maturity.
Kuper students are intellectually rigorous, hard working, ethically sound, generous and physically active.
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
• Integration of psychometric and outcome measures into ongoing Treatment Plan. • Development and adherence to the student’s Treatment Plan. • Provision of clinical consultation services to Applewood Academy based on the student’s level of risk and need. • Treatment Update meetings and Program reviews with Clinical Director • Provision of clinical services to the student internally and/or externally depending on the student’s need. Recommendations for clinical services may include but are not limited to, art, group, play, cognitive behaviour and solution focused therapies. • Fostering the student’s sense of belonging in a school environment, peer group and/our community. • The identification and accessing of community based supports for both the student and family. • Provision of predictable staff availability to support the student in processing historical and current school/life experiences and, whenever possible, to maintain the same educational and clinical team.
At the elementary level, academic resource is available in order to bring students up to speed in the appropriate discipline. In high school students are expected to satisfy the academic requirements, though students may be given special accommodations in writing formal examinations, including, extra time and writing in isolation.
Applewood engages in regular assessment of it's students, supporting and accommodating those who have learning difficulties. The ongoing attention to a students Academic Care Plan allows the team to adjust a students plan as necessary while measuring goal achievement. Those with clinically diagnosed learning disabilities are welcome at Applewood Academy.
Kuper Academy recognizes that some students may require additional support in achieving their learning potential.. Specifically, a limited series of accommodations are available, including extra time on formal exams. Focus, remains, however, on students satisfying the school's academic expectations.
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
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 1 - 12
Yes: grades K - 11
No
No
No
No
No
No
No
No: grades K - 11
No
No: grades 7 - 11
Yes
No
AAPL works with students who have difficulty functioning within a regular classroom setting due to behavioural, emotional, social, and psychological problems. These students often have been previously diagnosed with ADHD, bipolar disorder, autism spectrum disorder, depression, learning disabilities, etc.
Kuper Academy chooses motivated students who are ready for a complete school experience. We expect them to pursue their studies diligently and to participate fully in all aspects of school life. They should be able to express themselves clearly in writing and demonstrate a positive attitude towards learning.
Given our focus on both treatment and academics, AAPL requires the completion of a detailed application form as well as consent to access and review any previous clinical information related to the student's problems (i.e., school, psychological, medical, psychiatric, etc. reports). This background information, as well as our independent clinical assessment, enables us to develop an individualized treatment and academic plan for the student.
For information about High School admission, please see: http://www.kuperacademy.ca/admissions/high-school-admissions-process For information about Elementary School admission, please see: http://www.kuperacademy.ca/admissions/elementary-school-admissions-process
