275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
Indirect Support:
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
438.6 km
340.7 km
1974
1975
450
32
Nursery/Toddler to 12
JK to 12
Coed
Coed
Day
Homestay, Day
English, French
English
Academic
Academic
Montessori, Montessori
Traditional
12 to 15
8 to 10
Learning, Developmental
Dedicated class; in-class adaptations
$16,296
$8,000 to $12,000
No
Yes
0%
20%
None
JK to 12
$0
$2,000
26
2
0%
0%
0%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
information not available
information not available
information not available
Kanata Montessori School is a relatively new school, but was created to extend and build upon the success of the primary and elementary program at Kanata Montessori School over the past four decades. The program has been designed to support learners seeking university acceptance, and to be successful once they arrive there. The environment is small and close-knit, though very much a part of the larger community that includes Kanata Montessori. On enrollment students enter an environment of true peers, namely those who which to excel academically, and who thrive within a creative, cooperative, and challenging learning environment. A hallmark of the Kanata Montessori School is the intention to develop students’ facility with the core material, as well as confidence in an ability to communicate it and work effectively with others, encouraging them to take leadership roles within the school and beyond.
SCS was formed in 1974 as an expression of the surrounding community, and created by a group of parents who wanted a school that would offer a strong academic program within a values-based environment. The name has changed, and enrollment has grown, though that focus remains. The school isn’t affiliated with a specific denomination, and attracts students from any and all, as well as those that don’t belong to a specific faith tradition. There are many ways that schools express Christian ideals, and in the case of SCS it’s very much those of inclusion, service, and ethical behavior. The school has a very close, community feel, and what it might lack in terms of extra-curriculars it gains in individual attention and a sense of belonging within the school community.
information not available
At Kanata Montessori, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and also understand the importance of a strong academic record. Students who join our school generally see an increase of at least 10% in their overall average. Our program is 100% aligned with the Ontario curriculum. By personalizing education, students at Kanata Montessori immerse themselves in projects with a focus on communication, collaboration and creativity.
Experience superior learning in a culture that fosters relationships and personal development. At Signet, students are immersed in an authentic Christian experience so terms such as Kindness, Perseverance Wisdom, Integrity, Purposeful, Discipline, Joy, and Respect are celebrated. Our smaller classrooms give more room for each student to innovate and explore and so academics leads to superior Signet greatness! A Signet education, sealing Christ-centered education, purposefully impacting lives – established in 1974.
At Kanata Montessori, we recognize that the successful adults of tomorrow will require a much broader and deeper high school program than the previous generation and we are committed to providing engaging programs so that our students can find their place in a very different world. Kanata Montessori is committed to providing the skills, knowledge, and experiences to our students to ensure they graduate as confident, compassionate, and contributing adults. At Kanata Montessori we know the world is changing, that's why we are changing education.
Kanata Montessori is a school with 40 years of experience in private education and offers a program from preschool to grade 12. At Kanata Montessori, we know we can't teach tomorrow's leaders in yesterday's classrooms. Our high school offers students the opportunity to learn in a one of a kind modern learning commons. Resembling a modern start-up space, our school environment is designed to facilitate communication, collaboration, and creativity. Our space allows students to easily work in large groups, small groups, and independently. Our 21st Century learning space fuels innovation, teamwork, and critical thinking.
On a personal note, I'm amazed by our students. I've watched students calmly and professionally develop school policies. I’ve seen shy students present in front of over 200 people. At Kanata Montessori students believe in themselves. They are challenged by their educators and their peers. Our innovative learning environment helps them become independent thinkers and learners.
At Kanata Montessori we know the world is changing, that's why we're changing education. Come and see for yourself how we educate today's students in tomorrow's classroom.
I took my first tour of Signet Christian I was able to see up close and personal, greeted warmly by the children and staff. I was able to visit a class and talk to a teacher and I couldn't help but connect with their friendly faces and an atmosphere of peace.
I came because I knew of a few interesting stories, one was of a transfer student who had come there a few years ago running away from a bullying incident in another school. Now because of Signet, he was happy and energized again, loving life and school. I also heard another story of a young 3rd grader who changed schools to come to Signet and was a withdrawn child who was no longer afraid to make friends. Large crowds had made him uneasy. But I noticed Signet's secret, with its small 5 - 10 children classrooms, it was the best place for him to become socially alive and able to see life without clouds overhead.
I heard a story about some of the families who had started Signet from Kindergarten. After years of elementary school they were well balanced, god-fearing young people who were part of the core of this Christian School. An amazing story was about a teenage girl who came from a faraway land and had to slow herself down to learn English. Although it was not easy for her, she kept going with the encouragement of the Signet teachers and her peers, and now she is happy studying in English at her College in Toronto.
I came to visit Signet found secrets revealed. I came to find the secret is in Christian education, being guided by the values and principles in the word of God. I visited classrooms, where the secret to academic excellence was in the supportive system which children need. I came to see the secret in the life and passion in the classroom was due to every learning style being addressed and their special events, Science fair, Sports day, a FUND raising collection drive, a musical when the all-school cast performs catering to every student.
I saw secrets revealed in plain sight. I saw that it would be fun to learn in this environment, where innovative instruction is a foundation for students to get connected to life and each other.
The truth is, as I came to visit, I kept coming back, I found ways to volunteer and I eventually took a seat on their robust Board of Directors. Now I am the principal of this amazing place where children shine.
Come discover more as I did at Signet.
Catherine Dumé, MBA, MA Ed, (Honours), is an educator, ordained minister, and head of school since her appointment by the Board in 2014. Mrs. Dumé, an international education consultant, has held posts as a Director of a Bible College and teacher of a Special Education Unit. She was educated at Oral Roberts University, OK. and is a level 1 Educational Therapist with Certification from the National Institute of Learning Development in Toronto. She is a wife to Frantz and a mother of 3 and is passionate about child development.
Traditional
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
At Kanata Montessori, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our high school program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Kanata Montessori immerse themselves in projects and topics that are interesting and authentic. From mock elections to engineering tasks, students at Kanata Montessori are engaged and challenged. Students develop strong academic skills as well as transferable skills like teamwork, problem solving, and time management.
The Signet Christian curriculum is carrying out our mission to impact lives purposefully with their Christ-centered education. This means we focus on academic and personal development. There is an emphasis on knowledge acquisition and theoretical and academic learning. Extracurricular activities include visual, musical, and dramatic arts which are available at all grade levels. French and coding are part of the curriculum from kindergarten onward. Sports and Gym are favorites and each class has access to computers to enhance learning. As well, our focus is to create an environment where each heart is open to build faith and a relationship with Christ. This solid foundation enhances learning and growth in and beyond the classroom. How we focused on the Christian lifestyle is through the lives of our staff. At Signet, we are supportive of the student's whole person.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
We encourage frequent repetition and drills to ensure mastery in the procedures. We then borrow a few new concepts form Discovery Math where the children spend some quality time in critical thinking and number sense but not before understanding. This goes according to our belief that discovery is not random, but once you establish procedural understanding then conceptual and applied understanding will follow. In the higher grades, students teach each other to consolidate understanding and enrich application to real problems. At these grades, although traditional math is used the students are taught how to logically arrive at their solutions and can articulate this. Higher grades lean more heavily on Traditional Math methodology.
Discovery Math, Nelson Math, MathSmart
Calculators are allowed when specified by the teacher. All calculator use must be proved on paper in the higher grades and in lower grade calculator use is to discover numerical patterns.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Our Early Reading approach is phonics based. As a base young child read by recognizing and sounding out the letters and syllables of words; blending sounds together to sound out and recognize the whole word. However, we have found that we need to use Whole language at times because of age or stage of development. So in the Kindergarten years and Grade 1, we teach phonics in a specific sequence and use extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
No
NO. We use Abeka Phonics - US Christian Curriculum
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.
We teach the beginner writer to start writing “real things” as much as possible and as soon as possible. We create an inspirational environment which conditions and encourages 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. Students learn to express their thoughts, feelings, experiences, opinions, and/or ideas in a written composition using standard forms of writing and grade specific conventions for intended purposes. They develop into a systematic writing process leading to editing checklists to proofread and revise their work so that they may complete their good copy. Creative writing and story composition are encouraged at all grade levels.
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.
Our science curriculum in the lower grades is organized into four strands which are Understanding Life Systems, Understanding Structures and Mechanisms, Understanding Matter and Energy, and Understanding Earth and Space Systems. Students are not only taught the basic concepts of science but inquiry skills through experimentation. They are also encouraged to relate what they have learned to society and the environment. As they enter the higher grades they add more "doing" as they work on projects, and experiment in labs as interactive and engaging in simulations. They enjoy the annual Science fair for Grades 3 and above.
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.
At Signet, we expose students to different styles and a variety of genres. We pick examples that will spark student interest. We teach students research and critical thinking skills and as they read, they should jump in, and engage in the social issues pertaining to the wider community.
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).
The expectations for the social studies curriculum are divided into two strands which are Heritage and Identity and People and Environments for the lower grades. Students are taught to investigate and explore events, developments, and/or issues that occurred in history and determine their impact by making connections between the past and the present.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
We use research and inquiry skills to analyze the significance of the past for today. We allow students to engage in thoughtful reflection and expression as well as to analyze situations from different perspectives.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
A balance of Audio-Lingual and Communicative is used group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes are used but we also expect students to correctly imitate the teacher in French.
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.
We provide an Equal Balance approach between Receptive and Creative/Studio-work in our arts programs. We cover art history and appreciation as well as spending time Expressive methodology creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. We aim to develop their cognitive, emotional, and aesthetic sensibilities by doing and from a knowledge of the history and appreciation of the art form. For the lower grades students are taught grade specific elements that relate to each of the art disciplines. They are then given the opportunity to use these forms to create or perform works that convey or express thoughts, feelings, and or ideas through the arts. They are also encouraged to make connections, analyse, and communicate the meaning or the message of their own work or the works of others.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
Information not available
In the lower grades, there is a light integration of Computers and Technology. Computers are used to support subject-based learning through the use of videos, interactive websites, and word processing skills. However, as we look at Grades 3 and up, we use more integration as Medium. Here, computers are used in the classroom from time to time but they are not a dominant focus. Teachers provide various opportunities for the student to engage in research as well as to produce work via this medium. We ensure safe practices on the internet. Students may sign up to bring their own device if they need it for the accommodation of the curriculum. During Coding class all students from Grade 3 up get hands-on with laptops, tablets, and other devices. Some basic programming of robots is taught here.
Web design
Robotics
Computer science
Information not available
At Signet our curriculum for Gym and Health education reflects Christian values. We teach skills such as teamwork, sports skills, how to be healthy (spiritually, mentally and physically). We encourage students to participate in a range of Sports and physical activities.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Our Kindergarten is unique because we use Christian Curriculum as we focus on Academics to prepare the child with the foundation for learning. Lead by experienced teachers, our Christian curriculum is designed to teach multiple subjects in both seated and kinesthetic modes. (ABeka Curriculum). We believe that understanding truth and values start from very young ages. Character training and leadership of self and others are introduced through creative teaching methods. As core values are laid, kindergarten is such a fun phase and lessons are stepping blocks for life.
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.
Our Elementary has paired grades so we group and stream to teach both ages and stages. Our Grades 9 - 12 curriculum supports the Ministry of Education guidelines offering OSSD. Our courses are enhanced due to the smaller class sizes and we offer guided independent study with opportunities for research.
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.
Students at Kanata Montessori Senior School are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
At Signet Christian we have a strong academic culture, however, it is seated in a supportive environment. Signet's academic focus is to achieve excellence and to do this we believe this is reliant directly upon the presence of a solid foundation of character and positive support from teachers and family. So we remain close to families to ensure the student's high academic performance. We believe a balanced life bears the fruit of true success. Children who have cultivated these core values are thus successful in all their endevours, not just academics.
"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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
At Kanata Montessori we place a strong emphasis on engagement, academics, technology, adventure and community.
As a holistic school, we want all students to grow in mind, body, and spirit. However, children come to us with a variety of needs and strengths. Over the years Signet graduates speak of not only the academic growth but of preparedness for an ever-changing world, As God's "signet ring" we believe we are His signature making an impact where we go. With students from different faith background we are able to share our faith within an environment where everyone feels loved and belongs.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Kanata Montessori |
Signet Christian School |
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations, modification or pullout -i.e. support for academic subjects and other general support (specific to the IEP) as needed will be customized with the input of the parent and rolled out at an additional cost.
We welcome all students and personalize learning to individual students working towards an OSSD.
For LD or ADHD upon entry a period of assessment during the first term is conducted. Then an appropriate accommodation strategy is set up with the permission of the parents. Support for students with clinically diagnosed Learning Disabilities is limited at this time, however, if there is an opening it can be discussed. (K through 8 only). A recent Psych-Educational evaluation is required before we can make a decision for placement.
Kanata Montessori |
Signet Christian School |
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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 |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
JK - 12
0%
20%
$0
$2,000
0%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
No
No
No
No
No
No
No
No
Eager to learn, happy to meet new students and teachers.
Please call to get specific information as High School and International Admission Policies are different from Elementary Admissions policies.
