2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
Indirect Support:
2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
1969
1984
300
240
7 to 11
Preschool to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Waldorf
12 to 20
16 to 24
Learning, Developmental, Behavioral
In-class adaptations
$21,270
$17,600
Yes
Yes
0%
0%
7 to 11
K to 12
$7,000
$0
60
15
0%
0%
95%
90%
7, 8, 9, 10, 11
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades Preschool - 8
No
No
Yes: grades 7 - 11
No
information not available
information not available
“We don’t jump on their weak areas,” says Angela Burgos, head of school. “If your child struggles with math, we’re not going to pounce on math right away — a sure recipe for failure and discouragement. Instead, we work on developing strengths to get some traction and then tackle those harder areas.” That approach accounts for much of the value that Centennial can offer, and the success that it has. The typical student arrives after struggling within a traditional academic setting. Most often, that struggle is a result of linguistic disruption—dyslexia, dysgraphia—or executive functioning issues, as common in children with ADHD or autism spectrum disorders. For them, the approach taken at the school can feel like a breath of fresh air. Instruction is empathetic, using strategies appropriate to the students' unique needs. An environment in which students find themselves as part of a majority, rather than an academic or social minority, can also create unique opportunities for the development of a positive self-concept than might previously been available to them. “School results increase because their confidence increases," says Burgos. Celebrating their 50th anniversary, Centennial Academy is also unique within Montreal in that it offers a full curriculum in both English and French.
View full reportAny school is more than the buildings or the setting, though perhaps especially with Waldorf programs, setting is an important piece. Halton’s program is established and proven, having been founded in 1984, and the facilities are notable as well, providing, in many ways, the ideal environment for the Waldorf approach. The buildings aren’t small, though they really confer a nice sense of place, some that is beautifully extended by the school’s proximity to green space. Waldorf intends to set students apart a bit from the bustle of daily live, and all the distractions that might be found there, and refocus students’ attention, and awaken a perception and appreciation of children’s talents and their place in the world. You’d be hard pressed to find a learning environment that better expresses and supports those goals. It’s idyllic, and matches the strength of the academic program and the experience of the staff.
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"...forward-looking, and dedicated team whose objective was to optimize the learning experience of the students."
Daniel Jordan - Parent (Aug 12, 2019)
Our son Philip completed his entire secondary school cycle at Centennial, and we are very happy with...
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"At Centennial Academy we recognize that not all students learn the same way, and we are proud to be the only independent English and French Montreal high school focused on teaching students to success through a Coached Learning Development Model. More than 90% of our students graduate on time and go on to pursue higher education."
"Halton Waldorf School, nestled in northeast Burlington, is an independent school offering a holistic education from pre-K to Grade 12. We offer a developmentally appropriate, experiential, and academically rigorous approach to education. The arts are integrated in all academic disciplines to enhance and enrich learning. Our curriculum respects the pace of child development and inspires life-long learning. Halton Waldorf School has been educating the head, heart and hands since 1984."
"Centennial is the only high school in the province of Québec that helps students master their learning challenges, graduate on time, and become autonomous and resilient learners – without the help of parents or outside tutors."
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"Every parent wants to give their child the opportunity to succeed in school and in life. Centennial helps put that success within reach for children with learning challenges. Parents rely on us to provide a rigorous, supportive, accessible academic environment for their child."
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"We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners by providing multiple means of representation, expression and engagement."
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For over 50 years, Centennial has been true to its mission to help students with learning challenges become autonomous and resilient learners. Too many schools are designed to fit the so-called "average" student. At Centennial, it's quite the opposite. Everything we do, from the way our school is structured to the way our classes are taught, is designed to remove unnecessary obstacles that get in the way of learning. We make learning both meaningful and accessible. Our results speak for themselves: 90% of our students are diagnosed with learning challenges, yet, with our help, over 90% of our students graduate on time and move on to CEGEP and university.
My involvement with Waldorf education began almost 30 years ago when my daughter started Waldorf Kindergarten in Europe. Our family joined the Halton Waldorf School after arriving in Canada in 2004, and I joined the faculty as an assistant teacher in 2007. I immersed myself in Waldorf Education and became a certified Lead teacher in 2014. I was in the classroom for 15 years and was always interested and involved with the school's leadership. In 2022, I became the Pedagogical Director of the Halton Waldorf School. In each role, I have seen firsthand how the curriculum supports healthy and well-rounded childhood development that helps students flourish and find fulfillment in life.
Our faculty recognizes that true knowledge is best attained through experiences that engage children physically, intellectually, and emotionally. With a passionate commitment and a multi-disciplinary approach, we identify each child’s learning profile and support building their full potential.
As members of a global community of Waldorf schools, we educate children within the context of their evolving awareness of the world. We foster intellectual flexibility, moral discernment, integrity, and a love of learning that profoundly shapes their individual capacities.
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.
Not applicable
We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners, by providing multiple means of representation, expression and engagement. We create optimal learning conditions for all types of learners, while coaching our students to develop effective learning behaviours that help them become autonomous and resilient learners for life. All of our students follow the Québec government curriculum and write the Québec government exit exams. Although 90% of our students have one or more learning challenges, more than 90% of them graduate in five years and go on to CEGEP and university. Our school day includes a 45-minute period to complete homework under the supervision of teachers and learning professionals.
How will your child benefit from a Waldorf education? Our students are not rushed through childhood by academic expectations that exceed their developmental stages. Instead, our teachers cultivate a life-long love of learning with an academic curriculum that is developmentally-appropriate and includes engaging, hands-on activities. Our children learn by doing, figuring out problems and finding opportunities while building respectful relationships in an environment that highly values individuality. What does this look like in a classroom? Our students are engaged both physically and cognitively with projects that strengthen the logical and creative sides of the brain. They do not sit still for long stretches of time or use screen technology that limits creativity and learning capacity by doing the work for them. Our students also spend a lot of time outdoors for projects, recess breaks, and on field trips. Our property includes over five acres of forest and provides unique opportunities to engage children in hands-on learning.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, woodworking, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for grade nine mathematics in public school.
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Our classrooms do not use screen technology because we believe it compromises a child's potential to learn for themselves and develop problem-solving skills.
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.
Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs. Every day includes written and oral reviews of the previous day’s lessons. Some children will learn to read in grade one but for others this may happen in grades two or three.
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.
The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folktales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Waldorf emphasizes sense-based science. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
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.
Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the childrens' developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.
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).
Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
The aim of the visual arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.
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.
Information not available
For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.
Web design
Robotics
Computer science
Students must take both physical education and fitness courses. During physical education, students work in a team to reach a desired goal in an activity. During fitness, students take part in individual exercises to develop their personal fitness level
Physical movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the upper grades, students take part in skiing and snowboarding at a local ski hill and use a rented gym where team sports are taught. Grade 5 participates in the Greek Olympics in New York State and grade 8 students have swimming and springboard diving lessons. In grade 7 and 8 an annual basketball tournament is held in Toronto with neighbouring Waldorf Schools. Starting as early as preschool, our students spend abundant time outside in our natural playground which includes 5 acres of forest with trails.
Waldorf
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground and forest trails. Our preschool is licensed by the provincial government and catered lunches are provided to full day kindergarten and preschool students.
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.
Information not available
Supportive
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 “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.
We help students with learning challenges become autonomous, resilient, life-long learners. Since we know that every child learns differently, we provide our students with many different pathways to learning, which maximizes their chances of success. Centennial is the only high school in the province that helps students with learning disabilities master their learning challenges and graduate on time.
We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the child's gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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."
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Our goal is to help our students develop effective learning behaviours so they become autonomous and resilient learners.
The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are firm believers in the Universal Design for Learning, a completely inclusive approach that meets the learning needs of the greatest number, and diversity, of students. UDL ensures that all types of learners can learn, by providing multiple means of representation, expression and engagement. At Centennial, all students follow the rigorous Quebec curriculum, without differentiation, reducing requirements or competencies. Our curriculum is planned and delivered in an engaging and predictable manner by our highly-qualified teachers, making it accessible to all learners. Our multidisciplinary team of specialists works with students outside the classroom to help them develop and acquire the learning and social skills they need to become life-long learners.
Information not available
Centennial welcomes students with ADHD, dyslexia, dysgraphia, anxiety and autism spectrum disorders. No student should be expected to fit into a mold. We aim to be academically and socially inclusive and strive to make learning both accessible and meaningful. Based on data and needs, students might be offered additional support through our after-school program. Support includes help with homework, planning and organization, either in groups or individually.
Based on classroom observation, discussions with class teachers and initial assessment activities, our educational support teacher works one-on-one with students several times a week for areas of need or challenge. We also offer therapeutic classes, at extra cost, in art and eurythmy. Through a combination of physical movement and spoken verses, eurythmy focuses on individual needs to support emotional or physical imbalances. Art therapy can address physical, developmental or emotional challenges and may include water colour painting, drawing or sculpting. When a student needs both therapeutic eurythmy and art therapy the therapists communicate on a regular basis.
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
7 - 11
K - 12
0%
0%
$7,000
$0
95%
90%
7, 8, 9, 10, 11
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 11
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
No
No
Yes
If your child is not happy going to school, lacks motivation, cannot concentrate, spends hours on homework, struggles with reading/writing, if his/her marks don't reflect his/her efforts or if he/she has a diagnosis of Autism spectrum disorder, ADHD, ASD, Anxiety, Dyslexia, Dysgraphia, Dyscalculia and/or Dyspraxia, you should consider Centennial.
Refer to our website for application forms.
