2463 Lakeshore Road East, Oakville, Ontario, L6J 1M7, Canada
301 Byron Street South, Whitby, Ontario, L1N 4P9, Canada
Indirect Support:
2463 Lakeshore Road East, Oakville, Ontario, L6J 1M7, Canada
301 Byron Street South, Whitby, Ontario, L1N 4P9, Canada
1997
2005
185
Varies
Nursery/Toddler to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English, French
Academic
Arts
Montessori
Montessori
Varies
Varies
Learning
In-class adaptations
In-class adaptations
$8,250 to $17,500
$12,250 to $15,750
No
No
0%
0%
None
None
$0
$0
14
0
0%
0%
100%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes
No
No
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“Let’s talk this out under the magnolia tree,” is the Clanmore version of, “we need to have a talk.” How great is that? Certainly, from the magnolia tree on up, there’s a lot to love here. The Clanmore building, as well as the context it sits within, is gorgeous. The home was built in 1904, and the school bought it in 1998 from descendants of the original owner. Which, frankly, just feels right for some reason. Atmosphere, is an important aspect of Montessori education, and all of the additions and adjustments to the structure have been undertaken with that in mind. It sits on the edge of the Joshua’s Creek Conservation area, and the school rightly makes use of that location within its programming. The curriculum hews to a close reading of Maria Montessori’s intentions, the attention to student-guided instruction prime among them.
View full reportThe most striking thing about Hatch House, at least initially, is that, yup, it’s a castle. It was built in 1874 by industrialist Nelson Gilbert Reynolds after he sold his previous home, Trafalgar Castle (which, in time, also became home to a prominent private school, Trafalgar Castle School). The name, Hatch House, comes from a later owner, Frederick Hatch who lived there from 1904 to 1969.
The best use for the building, by far, is the one it has now: serving as home to Hatch House Montessori. The building adds a nice spark to the school identity, and the interior spaces are charming and include many updates to suit the needs of the academic program—the most recent being “The Hatch,” a discovery room. A strong academic program has been augmented by an impressive language program that covers French and Spanish instructions. Principal Zsuzsanna Vigh says that “education is a journey, not a race.” She’s right, of course, and that perspective informs all areas of student life.
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"She loves going to school"
Karen Kafel - Parent (Feb 13, 2018)
She loves going to school. She loves the activities, the kids and the teachers. She begs me every mo...
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"the little school, with the big heart"
Emily Johnson - Alumnus (Apr 10, 2018)
When I was a student at Clanmore one of the many phrases that we had was "the little school with the...
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"The school's ability to create and nurture inquiring minds is a standout feature."
Don Kerr - Parent (Jul 11, 2019)
We have two boys at Clanmore, both of whom have attended since Toddler. We are truly part of the fam...
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"Located in southeast Oakville, bordering Mississauga, Lake Ontario, and a local conservation area, Clanmore Montessori School is housed in a beautifully restored historic farmhouse with a custom-designed, environmentally innovative addition. Clanmore provides top-quality authentic Montessori programming from Toddler to Middle School. Our highly qualified, caring staff support each child, fostering individual potential and nurturing academic, emotional, and social growth. CCMA accredited. Licensed."
"Hatch House Montessori School is voted Durham Region's Best Montessori School. We provide exceptional care and education from 18 months to Grade 8. We are proud to be the 1st and only private school offering unique Multi-lingual Programs, Performing Arts, Visual Arts and Martial Arts within our enriched curriculum. Our goal is to inspire children's self-discovery, to empower them to become confident, contributing members of society, to deliver above expectations and to strive to reach beyond the imaginable."
"Clanmore literally means "big family" in Irish Gaelic. Community permeates every aspect of what we do. Our classrooms are mulit-aged student communities, our parent community is an intergral partner in school life at Clanmore and our older students are mentors and leaders not only in their own programs but for the school as a whole. We care deeply for all community members as we stand by, cheer on, support, and collaborate with each other."
"The school's adherence to the Montessori method is highlighted as a significant value proposition. Parents recognize the effectiveness of this educational approach in promoting independence, creativity, and a love for learning among students. And they see what a true Montessori school should look like and feel like when they visit."
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"Families often comment on the authenticity and breadth of our Montessori programming along with the strong qualifications of our staff as a factor that attracts attention. Beyond this, the beauty of our buildings both inside and out, and the surrounding natural environment are also appreciated. There is an attention to detail and thoughtfulness in all that we do. Families feel respected and feel confident and comfortable that their children are in good care when choosing Clanmore."
"Parents consistently praise the school for its incredibly dedicated teachers who not only provide education but also genuine care and support for the students. This dedication results in a warm and nurturing environment where children thrive emotionally and academically."
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"The independent and individualized learning environments allow for the development of competence and confidence, but more than this, the children can move at their own pace in each aspect of their development. Children with strong leadership skills, for example, can confidently capitalize upon this strength while spending more time on areas that come less readily. Children who have mastered something may mentor a peer, even if that peer is a little older than they are."
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"The children have a big voice in our school, be it in fundraising initiatives, the idea of the installation of a lower handrail for younger children, or the design of our school crest. The children are listened to and conversed with. They know they are integral members of our community and that with that comes important responsibility. They are encouraged to always speak up, to share their thoughts and ideas, and to advocate for themselves and others."
"Parents are often surprised that their children achieve early learning milestones at an accelerated pace within our Montessori environment. This includes skills such as reading, language acquisition, and cultural studies, setting children up for success in their educational journey."
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Clanmore Montessori School sprang from a dream, a vision, a desire for a wonderful learning environment for children. In 1997 we opened our doors, and have since grown to a full spectrum Montessori school meeting the needs of children from toddler through to the middle school years. I am tremendously proud of our knowledgeable and wonderfully gifted teachers and the work that all the staff does to maintain Clanmore's highly personal and welcoming atmosphere. Over the years we have found that this unique atmosphere unites our families resulting in our whole community supporting the children as they grow to realize their potential. A potential which is astounding when it is left to freely develop.
Clanmore, which means big family in Gaelic, is a truly unique place. I welcome you to visit any time to see for yourself.
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Montessori
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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.
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
Clanmore's programming is based on the philosophy of Maria Montessori, who advocated for an approach to children consistent with their natural development and their fundamental desire to learn. It is our mission to offer individual attention to the development of the whole child, always with respect for the rights, dignity and integrity of each. The program, classrooms and experiences are carefully prepared in accordance with the specific needs emerging at each stage of human development. Independence and freedom of choice, within the boundaries of developmentally appropriate activities, foster intellectual, social and physical growth, along with the emergence of self-esteem, personal dignity and mutual respect. The children become confident learners, channelling curiosity into exploration and experimentation.
The HHMS Montessori Elementary curriculum is based on the Montessori philosophy of ‘Cosmic Education.’ Cosmic education is an ingenious method devised by Dr. Montessori to use as the primary means of education in the period 6-9 years; it is a bold, and exciting method of learning about the origin of our universe, life on Earth, the emergence of humans, and the history of math and writing, designed to awaken and spark the imaginations of the elementary students. These insightful lessons become the springboard of all learning explorations of culture, science, mathematics, language and social rules and morals from grades 1 - 8. Our focus on Performing and Visual Arts provides extraordinary opportunities for self-expression of the developing minds. HHMS offers a unique French-English Bilingual Elementary Program, which exploits the extraordinary capabilities and receptiveness of children to master the intricacies of the languages with ease in a fully bilingual environment. Spanish is also incorporated in the language curriculum. HHMS is Durham Region's 1st and only Montessori School offering multi-lingual programs.
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.
The Montessori math curriculum moves from concrete to abstract, from experiential to formula.
Children grasp concepts through the manipulation and aid of self-correcting, concrete materials as they move gradually toward increasingly abstract thinking. The Montessori Arithmetic materials engage multiple senses, the lessons are dramatic, and impressionistic to spark the imagination and curiosity of the students.
Montessori has a comprehensive set of purposefully designed math materials commencing at the Casa (preschool) level.
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Calculators are seen as tools which can be used at the discretion of the teaching staff, provided such use does not allow students to bypass understanding of the concept(s) being explored. (middle school) Occasional use is at the discretion of the teacher or based on individual need. (upper elementary)
Calculators are not used.
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.
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.
A continuum approach moving from sound awareness, phonetic sound symbol association, reading of phonetic words, introduction of constant blends (phonograms) and words which contain them, irregular word introduction, supported by lots of reading practice.
Information not available
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
There is a focus on the development of the mind and the development of the hand simultaneously. Fine motor control is developed, and sandpaper cursive letters are traced with the fingers. Progression then follows from chalkboards to paper. Children are encouraged to write content which is meaningful to them, and grammatical concepts are initially introduced and developed in a concrete, hands-on format resulting in an abstract understanding.
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Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
As with most of our subject areas, our approach to science is rooted in experiential, hands-on opportunities, many of which are cross-disciplinary. At the preschool level biology, zoology and botany are covered, while the elementary programs add opportunities for the study of chemistry, weather science, anatomy and life science, among others. Middle school students might study bacteria for example, as part of the process of canning produce that they have grown themselves for sale in the small business they run (cross-disciplinary, science and micro-economy).
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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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The seeds of a love of literature are planted by exposure to a wide variety of all literary genres. Shared enquiry is a component of the curriculum encompassing interpretative reading and Socratic seminar.
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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
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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).
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Clanmore adopts an methodology whereby all subjects are approached in an inter-related manner, for example math would also encompass history (the history of numbers, the importance of math to early civilizations etc.)
Our elementary social studies program incorporates all three approaches.
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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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Humanities encompasses the study of subjects that help define what it means to be human. Subjects like geography, history, politics, economics and current events are taught in an integrated and project-based manner to give students the story of humans from hunter-gatherer societies to modern times. They are taught in a two-year cycle with Cycle 1 focusing on global ideas and Cycle 2 focusing on the story of Canada.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
We use the AIM method of French instruction. Gestures, stories and music are used. The expansion of vocabulary and development of grammar concepts are supported within the safe and predictable context of a story that becomes deeply embedded in the students' minds. Through story-telling and drama, students learn words and phrases which enable them to engage in authentic discourse.
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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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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.
Development of understanding that almost any material can be an art medium. Familiarity with various artists past and present. Still life, portraiture, and abstract drawing; collage, print-making, sculpture, textiles and crafts. The development of art techniques and introduction to design elements (colour, line, shape, form, space and texture). Concentration on the principles of art/design: space, rhythm, balance, variety, emphasis, repetition and unity. Using the Musikgarten program to enhance the Montessori music program, the children are presented with and develop the 5 basic components of music education: movement, listening, vocal work, playing of instruments and notation.
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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.
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.
The use of technology appears in the Upper Elementary curriculum and continues into Middle School as students are introduced to the use of computers as tools to enhance their work. Focus on keyboarding, word processing, network, internet and safety precautions.
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Web design
Robotics
Computer science
The goals of the physical education program are to enhance physical growth and development, to develop physical skills and to nurture confidence in the child's own abilities and interactions with others. In order to achieve these goals, emphasis is placed on safety, fairness, rules and proper sporting behaviour. Physical education activities are always geared towards specific skills development and are age appropriate. Areas include physical fitness, health, movement and collaborative sport/games.
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Montessori
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.
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.
At Clanmore you will find in our Preschool (Toddler and Casa enironments): -responsive programming -purposeful activity -positive encouragement -intellectual, social, physical and emotional development -a sense of belonging
Our Junior Casa Programme is the natural extension of our Toddler Programme, capitalizing on the acquired skills and achievements of the children. It is delivered based on the harmonious amalgamation of the Montessori philosophy and ELECT. In our Casa classrooms the freedom of movement and the freedom of choice are nurtured. Using coordinated movements to accomplish tasks leads the child toward self-regulation. Children develop observation and problem-solving skills in our prepared environments. Natural limitations instill respect of self, others, and towards their environment. By manipulating, experimenting, and discovering, children begin to move from concrete to abstract.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Montessori classrooms by definition use flexible pacing. The multi-year age mix in each environment helps to ensure that each student moves at his/her own pace in each area of development. Content is interest driven, but each child is exposed to basic underlying concepts inherent in the exercises and materials.
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.
The expectation is that each student work to his/her full potential. Academic performance should reflect student capabilities as a consequence of internal and intrinsic motivation. Clear standards and expectations are outlined for students generally and may be adapted to suit the needs of individual students.
The HHMS academic culture is driven by the students' inner desire and will to always challenge themselves to achieve more and to surpass their own expectations. Allowing students to develop at their own pace propels them towards exceptional academic performance while maintaining life-long curiosity.
"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."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We aim to support the developing child to work to his/her full potential, whatever that potential may be. More generally, we encourage our students to develop social awareness and community responsiveness.
At HHMS we aim to inspire and empower our students to develop a life-long love of learning and to become responsible, valuable, confident and contributing members of society.
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
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We do not offer remedial/therapeutic support. Students are not withdrawn from the the classroom environments, however teaching staff is offered informal support and guidance to be able to implement the accommodations and modifications as outlined in any personal education plan. For a few students, a resource teacher works within the classroom to deliver one on one instruction on a limited schedule.
Information not available
After careful observation, a psycho-education assessment may be suggested and a personal education plan is implemented based on the recommendations in the assessment. Students' strengths, challenges and learning style are addressed. For applicants with diagnosed difficulties, the nature of the learning disability as it applies to the particular student will indicate if our program can meet that student's needs.
Information not available
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%
0%
$0
$0
100%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes
No
No
No
No
No
No
No
No
No
No
Students from families who suscribe to the Montessori approach to education and who are able to handle the expectations made of them as a result of the way the program is structured.
Please contact the school to make arrangements for a personalized tour with one of our Tour and Intake Team Representatives.
