12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1700 Mazo Crescent Mississauga, ON Canada, Mississauga, Ontario, L5J 1Y8, Canada
5,712.1 km
5,700.1 km
1977
0
704
30
JK to 12
JK to 5
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Waldorf
18 to 25
5 to 10
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted class
$11,780
$2,400 to $49,994
No
No
0%
0%
None
None
$0
$0
47
4
0%
0%
80%
100%
information not available
JK, SK, K, 1, 2, 3, 4, 5
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportShining Stars School is a Ministry-recognized alternative learning environment designed to support children with Autism Spectrum Disorder and related learning differences. Rooted in the belief that every child can succeed, the school offers a highly personalized, therapeutic approach that combines individualized instruction with a calm and responsive setting. With a team of trained therapists and educators, students benefit from consistent one-on-one support, integrated learning plans, and a low student-to-teacher ratio that allows for true responsiveness to each child’s developmental and academic needs. The school has a whole-child philosophy, which means balancing academic growth with social-emotional development and self-regulation, and creating sensory-informed spaces that promote comfort and engagement. Parents are considered essential partners, invited into the learning process through collaborative planning and hands-on training. Through a multidisciplinary model that includes regular assessments and non-traditional grading, Shining Stars aligns with and often exceeds provincial standards while remaining flexible to each learner’s pace. For families seeking an inclusive, nurturing alternative to traditional classrooms—particularly for children who are anxious, neurodivergent, or in need of enrichment or remediation—Shining Stars is a structured, respectful space where students can thrive.
View full reportinformation not available
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"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"Shining Stars School est. September 2023, is a Ministry of Education Alternative School for children and youth with Autism Spectrum Disorder and other related difficulties, Kindergarten to Grade 5. Shining Stars School mission Children Can Succeed supports the notion by combining the most conducive learning environment and an academic plan that matches the child's developmental needs, our students can succeed! Each of our students receives 1:1 instruction from a Supervised Therapist and whose program is supervised by an RBA"
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"Individualized Service Plans: Each student enrolled in Shining Stars School will have a tailored and individualized educational plan meeting their unique strengths and needs.
Smaller Class Sizes: Lower therapist-to-student ratios allow for more individualized and personalized attention, stronger bonds between therapist and student and a strong sense of community.
Focus on the Whole Child Learning: With an emphasis beyond academics, Shining Stars School nurtures and builds emotional well-being, independence, creativity and social skills.
Inclusive and Supportive Learning Environment: Shining Stars School emphasizes and believes in inclusivity and children with Autism Spectrum Disorder should learn amongst others.
Strong Parental Involvement: Parents and caregivers are seen as crux to their child's learning journey and success, often viewed as the gatekeeper of their child's program , involvement and collaboration is a key component to each child's learning journey."
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"At Shining Stars School, we are deeply committed to nurturing a learning environment rooted in respect and compassion. Our core mission and value Children Can Succeed guides every aspect of our community - from therapist to educators, to the way we teach to what we teach to how we connect with families. We never waiver on:
Student Individuality: Shining Stars School honours each child's unique learning style and strengths. Early on a preference assessment is used to understand and foster a strong bond with each of our students. A students' preferences and reinforcers are taken into account to build a strong rapport and trust. Shining Stars School believes this connection is at the heart of meaningful learning.
Lifelong Learning: Shining Stars School encourages learners to ask questions, take risks and be bold and curious and continue learning each day. Learning does not stop when they graduate from Shining Stars School. Learning is a phenomenon that continues."
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"2023 - Shining Stars School Founded/First Permanent Campus Established: Shining Stars School opened its doors with the focus on the mission that children can succeed!
2023 - Community Partnerships: Shining Stars School believes in the importance of collaboration between previous schools and multi-disciplinary stakeholders. Information shared between partners is crux to ensuring consistency for learning goals.
2024 - Logo Changed: The recognition that Autism Spectrum Disorder is not a puzzle that needs to be fit perfectly into place rather each student's learning profile is unique and recognized.
2024 - Shining Stars School Recognized as a Leading Alternative School: Shining Stars School was recognized and selected by the Canadian Business Review Board as a leader in providing quality alternative education for children and youth with Autism.
2023/24 - Shining Stars School Introduces Year Round Education: Shining Stars School successfully implemented year round learning."
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"At Shining Stars School, all learners are welcome. Some students thrive in our environment and the ideal learner for Shining Stars School is a student who:
Benefits from a Personalized Approach: Learners who would not benefit from a traditional and larger classroom environment and need individualized support - academically, socially and/or emotionally, thrive in Shining Stars School learning environment.
Learns Differently: Students who are neurodivergent or have learning differences such as ADHD, Autism, Dyslexia or Anxiety often find a smaller class size with 1:1 support better supports their learning needs.
Compassionate and Flexible Environment: Students who struggle with the overstimulation a traditional school provides, appreciate the greater level of flexibility and supportive team Shining Stars School provides.
Shining Stars School celebrates each learners' unique needs and each learner is supported, appreciated and celebrated."
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"Some of the common misconceptions about Shining Stars School:
Myth: Shining Stars School is only applicable to children and youth who have Autism or other related learning need. While Shining Stars School supports students who need more personalized environments, the focus is one learning styles. Many of our students attend for remediation, enrichment and/or self-regulation and may be also enrolled in a traditional school alongside Shining Stars School.
Myth: Shining Stars School does not follow Ontario Curriculum Standards: The student's curricular program is dependent on the results of their intake assessment. Shining Stars School must follow and exceed academic expectations and ensures alignment with the Ontario Curriculum. Whether the student is a best fit for alternative, modified or accommodated curriculum, Ontario's curriculum is Shining Stars School guidepost."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
"Parents and caregivers choose Shining Stars School because they want their child learning in an environment that personalizes learning. Parents value a setting where their child's learning style, pace and interests are honoured through individualized instruction. Smaller class sizes allow students to belong and feel recognized. Additionally, many parents see an alternative school as a fresh start.
Shining Stars School is an Ontario Autism Program (OAP) provider. This means families who are receiving OAP funding from the provincial government are eligible to use their child's funding for Shining Stars School. A Registered Behaviour Analyst would be allocated to provide monthly and periodic supervision ensuring your child is receiving the best possible outcomes of educational delivery.
Shining Stars School parents seek an environment that prioritizes emotional well-being and safety especially for learners who may be anxious, sensitive or neurodivergent."
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"Shining Stars School prominent features include:
Each student receives 1:1 support from a Supervised Therapist . Our Supervised Therapists have a minimum of 1 year working directly with children and youth with Autism Spectrum Disorder. Our team members are passionate, supportive and understand the diverse needs of our student population. The Supervised Therapist works hand in hand with the Registered Behaviour Analyst team member with a shared focus and goals."
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"1-Assessments: Shining Stars School ensures importance is placed on semi-annual assessments for students. Assessments help us understand which skills each child has mastered, skills the student requires more time to learn and drives an individualized and developmentally service plan into motion.
2-Non-Traditional Grading Systems: Shining Stars School emphasizes, through analytical procedures (raw data collection, upward data trends) mastery and progression. A one-size fits all curricula may be avoided.
3-Non-uniform Curriculum: Curriculum is individualized and specific to the child's assessment results as well as parental goals and expectations.
4-Non-competition: Shining Stars School promotes collaboration, respect and self-improvement among students as opposed to competition for grades or rankings."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
"Shining Stars School founding principal, Rania Ghobrial, understands the needs of our students and the specialized approach to assisting students to succeed is student-centered, individualized and flexible and ensures active and hands-on learning."
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"Increased inclusion of neurodivergent learners includes customizing our spaces to better support students with sensory sensitivities, need for kinetic movement or ADHD. This also includes creating multi-modal learning spaces such as a our alternative learning environments, movement areas and flexible and preferred seating.
Increased parental involvement through monthly and quarterly parent training workshops with a focus on topics specific to their child and needs. Such collaboration brings families to the forefront and encourages shared decision making.
Increased student choice for reading materials, learning formats and projects. Students can have greater autonomy and decision making in selecting learning materials specific to the course of study (i.e. novel for study, topics for projects, multi-modality for projects)"
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"Shining Stars School plans to adapt the educational needs of our students in the future by:
-Encouraging students to be front and center in designing their Individual Academic and Behavioural Plan, learning goals and pathways.
-Incorporating and ensure curricular program includes a full-time mental health professional with a focus on building emotional regulation, mindfulness and resilience.
-Embedding community based and outdoor programming to connect to real world learning (e.g. building financial literacy, blending an internship with curricular instruction.
-Continuation of ongoing parental and multidisciplinary team collaboration."
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
Dear Families,
Welcome to our Shining Stars School community. It is with great joy and delight to extend a warm welcome to new and returning families to Shining Stars School. We are excited and honoured you have chosen Shining Stars School as a partner in your child's educational journey.
At Shining Stars School, we believe in supporting the child's success, growth and full potential. How is this formula created? This is created by ensuring our students feel valued, safe and comfortable as well as addressing the emotional, academic and social needs of each student. Additionally and also equally important is the environment. Shining Stars School inclusive and warm welcoming environment encourages a place where students feel ready to learn.
Shining Stars School looks forward to working with parents and guardians as the foundation for each student's success. Thank you for entrusting Shining Stars School for your child's learning and development.
Warm Regards,
Rania
Founding Principal
Shining Stars School
Waldorf
Information not available
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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Our Therapeutic/Behavioural Approach and methodology focuses on mental health, behavioural change, emotional regulation with embedded academics.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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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.
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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.
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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.
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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
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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.
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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
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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
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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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Not applicable
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
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Web design
Robotics
Computer science
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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.
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.
BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
Whole child development inspired by children's preferences and reinforcement that focuses on building cooperation, independence, a love for learning, self-regulation and social-emotional learning.
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.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Instructional Accommodations -Text to speech software -Hands on learning tools Environmental Accommodations -Alternative Learning Environments/Quiet workspaces -Noise-cancelling headphones or sensory reducing equipment Assessment Accommodations -Oral responses -Extended time to respond
This formal information presented by the parent would be crux to ensuring appropriate instructional, environmental and assessment accommodations are put in place.
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%
50%
$0
$0
80%
100%
JK, SK, K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
Shining Stars School supports students of all learning styles and needs. Shining Stars School works with students who are curious, inquisitive, creative, have strong passions and are open to growth.
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
Application Process:
1-Book a tour and information session: Shining Stars School asks families interested in enrolling their child in our school to book a school tour. During the tour, the parent will receive information about Shining Stars School mission, programs, approach and fees.
2-Submit the registration form and Service Agreement
3-Submit supporting documents: previous assessments, progress reports, individual service plans, student questionnaires.
4-Intake meeting with family to share student information (personal, health and behavioural information).
5-Intake assessment for student
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