2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
1997
1909
65
890
1 to 12
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
6 to 12
18 to 22
Learning, Developmental, Behavioral
Learning
Dedicated gifted school
In-class adaptations
$16,000 to $18,000
$25,365 to $27,660
No
Yes
0%
20%
None
7 to 12
$0
$14,500
5
68
0%
0%
90%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
No
Yes: grades 7 - 11
information not available
information not available
Not all children learn in the same way, and that’s been a guiding principle behind the Astolot Educational Centre since Jennifer Cowan founded it in 1998. Classes are small, and instruction is student-oriented, beginning with the talents, interests, and perspectives that the children bring with them into the classroom and starting from there. Learning is cooperative, with faculty and students working together to tailor delivery to best meet their individual learning styles. It’s not the typical approach, which is precisely why families turn to Astolot. In addition to reaching student potentials, the program encourages learner responsibility while growing the students’ awareness of how they learn best. While there are a range of student supports, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group.
View full reportFounded in 1909, LCC has a long tradition and a reputation to match. The list of alumni includes some shining lights of Canadian arts, letters, politics, business, and academics. There is a sense of place, and it’s considerable—students feel that they are participating within something larger than themselves. Of course, LCC has evolved over the years, though adaptations have been considered and orderly. A bilingual program for the primary grades was adopted in the early 1990s. The school became fully coeducational in 1995. The International Baccalaureate programme, too, is relatively new. Families are attracted to the traditions of the school, and the dedication to adapting to meet the needs of students. LCC continues to provide an example both of the value of looking ahead, developing programs that will meet the evolving needs of students, and with an eye to the kinds of academic, professional, and social environments students will encounter in their post-secondary careers and beyond.
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"My child was given the freedom to accelerate his learning where he was capable of doing so, and given support in those areas (e.g. social skills) where he needed it."
Anne Marie Laurin - Parent (May 24, 2019)
Our son started at Astolot in grade 2 and is graduating this year. As a person with dual exceptional...
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"Astolot excels in supporting each student to achieve the most positive outcome."
Raewyn Khosla - Parent (Mar 01, 2022)
Our son had an excellent experience at Astolot. Previous to starting the school in Grade 6 he had at...
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"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider Dyslexia requirements, have small groups, ADHD strategies, as well as programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"Globally minded, LCC is a gender-inclusive, independent, university-preparatory, K-12, day school offering the IB MYP and DP. Located on a 7-acre campus in the heart of the Monkland Village, the school has a rich history, an inspiring team of faculty, and a diverse and highly motivated student body. With a challenging academic program and extensive co-curricular offerings that include athletics, arts, service, debating and leadership, our focus is on fully developing the mind, body and heart of every student."
"Education programs are developed with the parent, child and teaching staff. Small class sizes and experienced, dedicated staff allow for proper implementation. Students and teachers have a role in directing learning. Students have input into how they learn as they become more aware of their own learning style. The method of teaching and learning varies; a student may learn paragraphs in a 'step by step' method, through computer editing, or holistically while researching a science topic."
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"Cooperative learning is not a typical approach, this is precisely why families turn to Astolot. In addition to students reaching their potential, they are encouraged to take responsibility for their learning, whilst also developing their personal awareness of how they learn best. While the school offers a range of student support strategies, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group."
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"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider all student needs, including programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
Information not available
"Grade 1 to 6 classes are formed with student learning style and academic needs as the priority. Therefore, the classes are multi-grade level allowing for students to learn at an appropriate level. Grade 7 and 8 are important years, preparing them for the academic demands of high school. Grade 9 to 12 follow the Ontario Curriculum, earning credits towards the OSSD, granted by the Ministry of Education."
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Welcome to Astolot!
We are a small, not-for-profit, Ministry Inspected private school serving grades 1 to 12. We believe that structured, individual learning, allows students to reach their full potential. Students who are considered gifted have the opportunity to excel and be challenged, while additionally students are accommodated or offered alternative programming to meet their learning needs. Our classroom ratio is small, on average 1 teacher to 10 students, and we emphasize life skills in all aspects in school.
Founder Jennifer Cowan
Ask LCC students, parents, teachers, or alumni what makes LCC a special place and they will tell you: Abundant Opportunities; A Culture of Excellence; A Strong Community; and Exceptional Resources.
We know this because we cared to ask. As educators, we understand that these defining characteristics are central to a student’s journey in discovering all that he or she can be. And this strikes at the core of our philosophy.
Our school offers amazing opportunities for students in kindergarten through grade 12 because we believe they are essential to the student’s fullest development in mind, body, and heart. We also understand that it’s not “one-size-fits-all” when it comes to education and personal growth. Providing a breadth of well-integrated curricular and co-curricular programs keeps students engaged, allows them to try new things, and stretches their boundaries in a safe environment.
What is striking—and personally gratifying—is that students and staff alike enjoy being at LCC. We are a school that sets high standards in all that we do, but we also welcome the challenge. Positive student involvement, committed teachers, supportive parents, and a joy of learning combine to make the LCC educational experience exceptional. Our faculty and staff inspire our students to do their best and discover new strengths and passions. These special relationships are the true measure of what distinguishes the programs and opportunities of our school.
Community is part of our core values. At LCC, there is a genuine sense of pride and belonging palpable not only across our four school divisions, but also in all layers of school life. We live our motto—Non Nobis Solum/Not for Ourselves Alone. This means instilling a sense of responsibility and accountability in our students, and ensuring everyone has the chance to make a difference in the lives of others, locally or globally.
Outstanding resources help make all of this possible. We are fortunate to have some of the best facilities in the city, which are complemented by innovative programming and teachers prepared to go the extra mile. Whether it be math and science, performing arts, technology, athletics, leadership, service, Pre-University, or the International Baccalaureate Diploma Programme, it comes down to people, facilities and programs. Together, they provide a comprehensive experience that develops personal potential and brings about endless possibilities for LCC students.
There are many excellent schools from which to choose and we recognize that selecting the school that best fits is important. We invite you to explore LCC and discover for yourself the journey that will lead to The Power to Be.
Christopher Shannon
Head of School, Pre-U graduate, and parent of two LCC alumni
Liberal Arts
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Ontario Curriculum requirements will be met by accommodating for visual, auditory and kinesthetic leaning. Students working on the same topic may approach the curriculum or completion on their product (essay/power-point/oral presentation) with their learning style in mind. Involvement of students and parents is essential to establishing curriculum delivery for students.
LCC’s academic program is designed to stimulate intellectual curiosity, develop essential literacy and numeracy skills, and inculcate life-long learning habits that promote excellence. We want our students to become independent learners who can face new challenges and stretch their capacities to think critically and creatively. They must feel free to take intellectual risks and understand that as much can be learned from failure as from success. Our program encourages students to be engaged in their learning processes, appreciating their own strengths and recognizing the areas in which they need to improve. We foster a culture of achievement, where students strive to do their best and are acknowledged for their efforts.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Grades 1-8 math is structured with the Jump Math books. Each student gets two workbooks per grade, and once the booklets are complete they can advance into upper-level booklets. The teacher provides direct instruction to the class, then works individually with the students at the level they are at. Each class has approximately 10 students.
Information not available
Jump Math Books are used for elementary grades. Nelson Secondary Mathematic books are used for high school math.
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Calculators are allowed during certain math problems. Graphing calculators are used in high school grades.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Both Phonics and whole language instruction are focused on for 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. Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Wilson Reading Program is used to assess reading level.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
There is an equal balance between systematic writing approach and process writing 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. The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
We offer an equal balance between inquiry scientific approach and expository science approach. Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions. 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.
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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
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.
There is an equal balance of traditional literature and social justice inspired literature. 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. 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. In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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).
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).
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).
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We believe in expressive art. Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
For high school classes, students are required to have a computer to type assignments. However, hand writing is an option for some students and for certain assignments. Students are allowed their assistive technology whenever it applies.
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Web design
Robotics
Computer science
Physical education takes place in the neighbourhood park and at outdoor education centres. Elementary students get an hour outside each day. High School students get an hour break with the option and encouragement to go outside. During spring and fall, all students are outside most days. Physical Education classes follow curriculum, and go beyond the curriculum to focus on team building and cooperation.
Information not available
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
At LCC we offer a safe and stimulating physical environment nestled away from the other divisions of the school. We implement a challenging bilingual program led by excellence in teaching, and we instil a set of values to ensure that each of our students grows to meet the challenges of the future, not only with confidence but with compassion. Along their journey students are exposed to a variety of experiences and opportunities that help them discover all that they can be.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Gifted students have the opportunity to be placed in a higher grade level for subjects they excel in.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Astolot has a “supportive” academic culture focusing on developing student learning strategies and self-advocacy. Academic performance is a welcomed benefit of our focus. Astolot students proceed to post secondary with the necessary skills to be successful. We have a supportive academic culture to turn students from frustrated to engaged learners. Astolot is focused on instilling a love of learning and life-long curiosity.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
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."
At Astolot, we believe that the basic needs (security, trust, health) need to be addressed before academic success can be obtained. Our goal is to increase student's intellectual level, through addressing their emotional and social needs. We want our students to be academically strong, creative, critical thinkers with the learning skills required for success beyond high school. We also want our students to be emotionally intelligent and confident, capable of learning both about themselves and others.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Astolot provides space for specialists to work with students to receive support for dyslexia, occupational therapy, social skills development and speech-language therapy.
Information not available
Astolot has the ability to support students with mild disabilities, but not severe disabilities since we do not modify curriculum. Extra support is offered to students struggling to access the curriculum or demonstrate their learning. Our small classroom sizes allows teachers to provide specific attention to students with a learning challenge.
Please call LCC (514-482-0951) for more details.
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RecreationalRec. |
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Racquet Ball |
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Softball |
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Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
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
7 - 12
0%
20%
$0
$14,500
90%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 7 - 11
No
Yes: grades K - 11
No
Yes: grades 5 - 12
No
No
Astolot attracts students who find large classrooms frustrating due to sensory overload, lack of time with the teacher or require individualized programing.
At LCC we aim to educate the child in mind, body and heart and, as such, admission considerations at our school extend beyond test results. We want to know the whole child. We seek diverse students who demonstrate potential, excitement for learning, and commitment. When we invite a student to join our school, we believe that it will be a mutually beneficial experience. We want the child to grow beyond their imagination and expect that their involvement in our community will strengthen the school as a whole.
Step 1 - Parent interview with Administration
Step 2 - Shadow Day
Step 3 - Review of relevant reports
Step 4 - Parent School Conversation
□ A completed application form