245 St. Clair Avenue West, Toronto, Ontario, M4V 1R3, Canada
261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
Indirect Support:
245 St. Clair Avenue West, Toronto, Ontario, M4V 1R3, Canada
261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
1980
1915
175
375
1 to 12
Preschool to 12
Coed
Girls
eSchool, Day
Day
English
English, French
Academic
Academic
Traditional
Progressive, International Baccalaureate
10 to 22
15 to 17
Learning, Developmental
Accelerated curriculum
$30,000
$15,540 to $29,700
No
Yes
0%
24%
None
6 to 12
$0
$6,800
15
23
0%
0%
100%
70%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 12
No
No
information not available
Elmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
Read The Our Kids Review of Elmwood School
The Arrowsmith School was founded in 1980 by Barbara Arrowsmith-Young to provide support for struggling learners. The school has been an object of interest ever since, due to the concept that Arrowsmith-Young built her program around. "If we look at a lot of special education programs, the majority assume the learner is fixed," she said. "What my program is saying is that we can change the learner so they can learn." While there are many things that set the school apart, that sense of what is possible is prime among them. The Arrowsmith School works closely with students to develop their strengths, address weaknesses, and build academic, social, and vocational competence. That the method works may be evidence of neuroplasticity, and science may yet underscore that. In the meantime, daring to dream —as well as creating a supportive, caring, understanding environment —can itself provide what many students need in order to succeed, and that's what the Arrowsmith school principally addresses.
View full reportElmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
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"Arrowsmith School transforms the lives of students with learning difficulties. By applying principles of neuroscience, Arrowsmith targets and improves cognitive ability, rather than relying on compensations or accommodations. Students engage in programs that strengthen capacities responsible for academics as well as problem-solving, understanding, memory, and communication. With emerging strengths, students create a new reality. Enrolment options include in-person full-time, part-time, summer, and online programs."
"Elmwood is one of the most innovative girls’ schools in North America, offering all three levels of the IB Programme. Acclaimed for its academic excellence, caring atmosphere and strong community spirit, Elmwood is a school where girls are encouraged to stretch themselves, try new things, create and explore. We strike a balance between traditional academic goals and innovative approaches to achieving those goals. We create inquiring lifelong learners, engaged global citizens, and confident, compassionate leaders."
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Welcome to Arrowsmith School!
Our goal is for our students to become independent, confident, and self-directed learners who are equipped to achieve academic, career, and life success.
Students with learning difficulties and individuals wishing to strengthen their cognitive capacity join Arrowsmith School to engage in a life-changing journey that has the neuroplasticity of the brain and our students’ lifelong success at the forefront of our educational program. The neuroplastic brain, in response to our cognitive exercises, creates and strengthens neuropathways that allow our students to walk the pathway to their preferred future with greater independence and confidence.
At Arrowsmith School, whether attending our Toronto in-person classrooms or our worldly online classrooms, our students engage in a positive school climate that promotes academic success, social connectedness, and overall well-being. We provide an exemplary personalized cognitive program to students of all ages within a learning environment that includes families as a key part of the journey.
When we talk to the girls about what makes their school special we get as many different answers as we have students. Not far from every girls answer though is family and confident young women. There is something here for each and every girl to love, to get involved in and to find inspiring.
Over 100 years ago, Theodora Philpot, an entrepreneurial and visionary woman, founded Elmwood School. Although the subjects we teach and the manner in which we teach have evolved dramatically since 1915, Mrs. Philpot would still recognize the essence of the school she created. Every girl here is known and valued-we see them as individual girls on individual journeys, and we inspire each girl to reach her full potential. That is the School's mission statement, and it is something every member of our community lives every day
Our holistic approach to girls' education combines superior academics with outstanding co-curricular activities and healthy lifestyle choices. The powerful and supportive all-girls environment here gives students the freedom to stretch themselves, take risks and learn from their mistakes. We are specialists in how girls learn, so we can tailor things to exactly what works best for them.
At the base of everything is our reputation for academic excellence. Elmwood is the only school in Ottawa accredited to deliver all three levels of the International Baccalaureate (IB) programme ranging from preschool right up to the senior grades. This is a fully transferable, world-class education, and the combination of the "gold standard" IB program and a strong Ontario curriculum is the best preparation for university and beyond
When girls graduate from Elmwood they are ready to move on to the next phase of their education with confidence. They have become inquiring, lifelong learners with an exceptional education, confident, caring leaders and compassionate, engaged global citizens.
I hope you will come visit us soon. We all look forward to sharing our school with you.
Best regards,
James Whitehouse, Head of School
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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.
Arrowsmith School is a privately owned co-educational and non-denominational day school that is dedicated to helping students with specific learning difficulties. Students who come to Arrowsmith School have been struggling in school - some are just starting their schooling but their experience has already shown a pattern of learning problems. Others have been finding school a challenge for years. Each new student is assessed at Arrowsmith School so that we may identify his or her individual learning profile and then design a program of cognitive exercises for that student. Our program has been of benefit for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia. Our goal is for our students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.
We believe that the best kind of education is one that combines a world-class curriculum, passionate teachers, innovative teaching methods and small class sizes, so every student gets individual attention. Elmwood exceeds the expectations of the provincial curriculum and is more rigorously evaluated than any other school in Ottawa. At Elmwood, we encourage and challenge our students to strive for academic excellence and inspire them to develop a lifelong love of learning, knowing that this strong foundation of knowledge and skills is crucial for success in the 21st century. Our outstanding faculty draws on best practices in girls’ education as they inspire students to be principled, knowledgeable, and reflective learners. From the early years to graduation day, Elmwood students benefit from a program of study that is student-directed, inquiry-based, rigorous, relevant and specifically designed to prepare students for life and work beyond the classroom.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Blended learning amidst cognitive transformations, amplify the Math Education at Arrowsmith School. Cognitive strengthening combined with online mathematical connections and classroom correlations, deliver a hybrid educational experience. Within this model, students learn how to regulate their learning more easily and become amply aware of their daily performance with verbal and numerical feedback. The small classroom size provides occasions to collaborate with peers, while their virtual learning gives opportunities for autonomy. Students increase their motivational levels and take more ownership of their own learning, as the processes foster critical thinking skills, self-reflection and confidence.
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Calculators are vital in our technological enhanced society. Students are encouraged to formulate a numerical estimation proceeding the use of their calculator, to ensure reasonable and accurate results.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Most students at Arrowsmith School receive one period of English each day. There are typically between four to ten students in a class, and classes are either 35 or 40 minutes in length depending on the period when they occur. Students are grouped according to their abilities so that there are usually students from multiple grade levels in any one class.\n\nThe focus of each class will depend on the needs of the students in it. Typically, students reading well below their grade level are placed in a class where the focus tends to be on decoding. In other classes, students read and discuss novels, short stories and non-fiction articles. They also often engage in independent reading comprehension exercises. Additionally, students work on developing their writing skills, learning basic paragraph structure and how to apply it to the composition of short essays. Students also work on revision and editing skills.\n
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A reading placement test is given in September and formal, standardized tests are administered at the end of the year.
Equal balance
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.
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.
Most students at Arrowsmith School will receive one period of English each day. There are typically between four to ten students in a class, and classes are either 35 or 40 minutes in length depending on the period when they occur. Students are grouped according to their abilities so that there are usually students from multiple grade levels in any one class.\n
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Inquiry
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.
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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
Physics
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The focus of each class will depend on the needs of the students in it. Typically, students reading well below their grade level are placed in a class where the focus tends to be on decoding. In other classes, students read and discuss novels, short stories and non-fiction articles. They also often engage in independent reading comprehension exercises. Additionally, students work on developing their writing skills, learning basic paragraph structure and how to apply it to the composition of short essays. Students also work on revision and editing skills.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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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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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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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Creative
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
Each Division receives 50 minutes of Gym every Wednesday. When the weather is nice we utilize the Parks near the school and during periods of inclement weather, we book space across the road at Timothy Eaton Memorial Church. Gym is an opportunity for students to have a period of sustained physical activity and to, most importantly, have a lot of fun.
At Elmwood, we believe that competitive sports help our students develop into determined, well rounded global citizens and teach them the grit and determination that gives them the stamina to see things through. We also believe that every girl can find an activity she can become passionate about. Elmwood is a place where the beginner can dip her toe and try new sports or national competitors can develop further and receive focused academic support. The girls regularly take on new sports and quickly learn the skills needed to not only progress but to excel in their chosen activity. In the middle school, our aim is to give the opportunity to play on a competitive team for whichever sport they choose.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our nurturing environment encourages our youngest students to feel secure and helps them start to build their independence. We balance a rich, academic environment with creative and purposeful play, helping students construct a solid base of knowledge of the world around them. A skilled, dedicated educator who is an expert in early childhood education and inquiry-based learning leads each classroom. In our purpose-built Junior School, the Kindergarten classrooms are designed to meet the needs of our youngest students. Through experiential and imaginative play, Elmwood students engage in early literacy activities and tackle mathematical problems using a variety of strategies, helping them establish a strong foundation for their future studies.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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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”.
At Arrowsmith School, school-age students attend Math and English classes daily in addition to completing their cognitive exercises. Students are grouped based on ability rather than age-appropriate grade and receive the supports necessary in order to meet with success in an academic setting.
Elmwood offers an enriched programme combining the Ontario Ministry of Education curriculum and the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). The IB promotes an internationally recognized, inquiry-based curriculum, which focuses on skill development and brings together learners and teachers from around the globe. Girls thrive in our nurturing community where they are challenged by highly engaged teachers who are experts in personalizing the learning of each girl. Elmwood graduates exemplify the school motto: Summa Summarum—the highest of the high. They are academically strong, socially adept, confident and resilient young women.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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The goal of Arrowsmith School is to help students capitalize on their improvements and eventually reintegrate into a full academic program at a public or private school at their appropriate grade level following completion of a two-to-four year program of Arrowsmith cognitive exercises. Our goal is for our students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.
Elmwood’s curriculum focuses on developing the whole girl – we want students to develop intellectually, emotionally, socially and physically during their years with us. Here they feel free to take risks, stretch themselves, and by doing so learn the true extent of their abilities. Our graduates are inquiring, life-long learners, compassionate, engaged global citizens, and confident, caring leaders.
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
At Arrowsmith School we offer a program of intensive and graduated cognitive exercises that are designed to strengthen the underlying weak cognitive capacities that are hypothesized to underlie a range of specific learning difficulties. Each student's program is based on a careful assessment to identify the specific learning difficulties. Our Framework for Results includes a detailed assessment and identification of 19 learning dysfunctions; innovative methods which include specialized exercises and computerized programs; clearly defined and individualized goals; a positive, supportive and structured learning environment; building self-esteem by developing competence; and low student to teacher ratio.
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Students in the Arrowsmith Program are typically of average or above intelligence but are experiencing problems in school which may include difficulties with reading, writing, mathematics, remembering, understanding, or attentional issues. Each student is unique in his or her combination of problem areas and our exercise program is individually designed for each student. At Arrowsmith School, we utilize the Arrowsmith Program that is based on the philosophy that it is possible to treat specific learning difficulties by identifying and strengthening cognitive capacities.
Students who develop learning difficulties while at Elmwood meet with our Director of Student Success, and she administers an in-house standardized educational assessment, the Wechsler Individual Achievement Test (WIAT). This helps to give us a better picture so we can apply accommodations in classes right away. We will also make recommendations to parents for adapting at home as well. In general, we approach prospective students with clinically diagnosed learning disabilities on a case-by-case basis.
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Baseball |
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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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Softball |
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Squash |
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Tennis |
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Track & Field |
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Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
6 - 12
0%
24%
$0
$6,800
100%
70%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 12
No
No
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
No
No
No
Students entering Arrowsmith School have ordinarily been experiencing a range of problems including: reading writing mathematics comprehension logical reasoning visual memory auditory memory dyslexia non-verbal learning auditory processing attention
At Elmwood, we’re looking for motivated and enthusiastic girls who will contribute positively to the life of the school through their motivation, intellectual curiosity and willingness to try new things.
The decision as to whether a student who is experiencing difficulty at school may be suitable for Arrowsmith School can usually be made based on discussion by telephone with parents and often with the students themselves.
Where necessary, we can also review school report cards and results of academic and psychological testing. Our experience has shown that most parents can identify with great accuracy the problems that their child is having at school.
Each student enrolling at Arrowsmith is assessed to determine the student’s learning profile and to plan the student’s program. Information about the assessment procedure is in the Assessment section of our web site.
Interested families should fill out our online application form: http://www.elmwood.ca/application-form/
